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Permanent link (DOI): https://doi.org/10.7939/R3F722

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Spanish-Indigenous Bilingual Education in Chenalhó, Chiapas in Southeast Mexico Open Access

Descriptions

Other title
Subject/Keyword
language
elementary bilingual education
barriers
Chenalhó
indigenous
Tsotsil
Spanish
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Del Carpio Ovando, Karla Berenice
Supervisor and department
Johnston, Ingrid (Secondary Education)
Examining committee member and department
Dunn, Bill (Secondary Education)
Rippberger, Susan (Educational Leadership and Foundations)
Johnston, Ingrid (Secondary Education)
Da Costa, José (Educational Policy Studies)
Lam, Yvonne (Modern Languages and Cultural Studies)
Department
Department of Secondary Education
Specialization

Date accepted
2012-08-29T10:43:50Z
Graduation date
2012-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Using a qualitative ethnographic approach, this research investigated the situation of the Tsotsil language spoken in Chenalhó, Chiapas, Mexico, by focusing on the implementation of a Spanish-Tsotsil bilingual elementary school. It was possible to discover that the Tsotsil language is still alive and that most parents who participated in this research transmit it to their children. However, there are students who prefer Spanish instead of their native language Tsotsil, due to the negative attitudes they have towards it such as “it is the language of old fashioned people while Spanish is the language of fashionable and modern people.” Nonetheless, most students portrayed positive attitudes towards both languages. The barriers that have affected the promotion of Tsotsil are: a monolingual approach and curriculum that favour Spanish, lack of resources in both languages, lack of training for instructors to teach with a bilingual approach and negative attitudes toward the native language.
Language
English
DOI
doi:10.7939/R3F722
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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