Abstract

REESE, Leslie  and  FELTES, Joan Marie. La implementación de programas de doble inmersión en escuelas multigrados rurales indígenas. Sinéctica [online]. 2014, n.43, pp.01-18. ISSN 2007-7033.

In the present qualitative study, we share the initial findings of the implementation of an intercultural, bilingual Dual Immersion program, in a school district of 21 indigenous primary schools in the Amuzgo region of Guerrero, with a focus on the results in the multi-grade schools, the most isolated and marginalized schools in the district. Dual Immersion refers to a model of bilingual education oriented towards additive bilingualism, with the goal of developing high-level competencies in bilingualism and biliteracy. After one and a half years of implementation, the teachers reported the improved confidence and oral proficiency of their students in both languages. Classroom observations confirmed this focus on oral language activities. With the goal of developing a curriculum pertinent to the lives of their students, based on thematic units of study, the teachers identified two main themes: Culture and Identity and Community Care of the Environment. We believe that the Dual Immersion project in Guerrero has the potential to inform the development of Dual Immersion programs in other parts of the country and in the United States, in the areas of cultural inclusion and community participation.

Keywords : indigenous education; dual immersion; bilingualism; biliteracy; linguistic revitalization.

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