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Bilingual Education: in Experience in Peruvian Ammonia

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Bilingual Education: in Experience in Peruvian Ammonia DOCUAIRT ISMS ED 206 160 IL 012 376 AUTHOR Larson, Snared L., Ed.: Davis, Patricia IL, Ed. TITLE Bilingual Education: In Experience in Peruvian Ammonia. INSTITUTION Center for Ipplied Linguistics, Washington, D.C.: Summer Inst. of Linguistics, Dallas, Tex. MORT NO ISBM-0-80312-918-3 PUB DATE P4 NOTE 4.:3p.: Type in lose figures vill not reproduce. AVAILABLE PROM Sumer Institute of Linguistics Bookstore, 7500 W. Camp Wisdoe Road, Dallas, TX 75236 (510.40 plus postage aid handling: 10% discount on 10 or sore). ERRS PRICE RP01/PC17 Plus -Postage. DESCRIPTORS Adult Education: *American Indian Languages: *Bilingual Education: Bilingual Schools: Bilingual Teachers: Community Involvement: Cultural Avareness: Curriculum: Educational History: Educational Legislation: *Educational Objectives: Alimentary Secondary Education: Instructional Materials: *Material Development= Matilingualiss: lative Language Instruction: *Proves Development: Quechua: Reading !Mortals: Second Language Instruction: Spanish: Supervisory Training: *Teacher Education: TeacherRole: Textbooks: Writing Instruction /DENTIPIERs Aguaruna (People,: Asuesha (People) : *Peru: Prestige Languages: Seeger Institute of Linguist1::s ABSTRACT This book reports on in experimental bilingual edrcation program conducted in Peru by Peruvian educators and Sasser Institute of Linguistics (SIL1 linguists. Sections of the book discuss:(11 the historical perspedtfve of the program; (2)program aspects such as teacher training, goals, and curriculum: (31 what this progras may contribute to the development of future programs: (4) the preparation of materials in vermicular languages: and (5) bilingual education as it relates to the developseat of indigenous communities. Papers include *The Role of Vernacular versus Prestige Languages in Primary Education* and *Training to trains The Key to an Ongoing Program* by Rildred L. Larson, *The Training of Bilingual Teachers* by Olive I. Shell, and *The Challenges of Primer Making* by Patricia R. Davis. Tables include teacher-training course statistics, curriculum and textbooks for bilingual schools, and a synopsis of SIL work among the *guaranis. Figures include sample pages from texts, primers, and readers, and a variety of letters and forms for supervisory use. Photographs of students, teachers, and other community members are provided. Appendices include the resolution authorising bilingual education in the Peruvian jangle, laws relating to bilingual education, and sample pages of the 1977curriculum. (3k) **,******************************************************************** Reproductions supplied by ROBS are the best that can be made from the original document. ********************************************************************** Education' An Experience in Peruvian Amazonia CD U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION 10 EDUCATIONAL RESOURCES INFORMATIGN Edited by CENTER (ERIC) 341 This document hts been reproduced received from the person or organization originating it Mildred L. Larson Miner changes have been mate to improve (\i reproduction quint,/ and Points of view or opinions stated in this docu O ment do tot necessarily represent offictai NIE w ousday, or policy Patricia M. Davis"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Silmilsote 4.4.0up44.41.c-41.. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER ERIC) SUMMER INSTITUTE OF LINGUISTICS DALLAS CENTER FOR APPLIED LINGUISTICS WASHINGTON, D.C. .7 Funds for publishing Bilingual Education were supplied by: The Center for Applied Linguistics The M. E. Foundation, and The Summer Institute of Linguistics. ISBN 0-88312-918-3 Library of Congress Catalog Card No. 81-51059 © 1981 by the Summer Institute of Linguistics, Inc. CONTENTS Map of the language groups of the Peruvian jungle in which bilingual schools functioned during 1977. xii Foreword xiii Preface xvii Part 1 Historical Perspective Introduction 3 I. The role of vernacular versus prestige languages in primary education 7 Mildred L. Larson 2. Overview of the program of bilingual education in the Peruvian jungle. 37 Mildred L. Larson, Olive A. Shell and Mary Ruth Win 3. Multilingualism and Peru 49 Alberto Escobar 4. Some anthropological considerations concerning bilingual education ,, 59 Akjandro Ortiz Rescaniere 5. The history of education among the Aguaruna... 67 Gerardo Wipio Deicat v vi Contents Part II A Report on the Various Aspects of the Program Introduction 85 6. The training of bilingual teachers 87 Olive A. Shell 7. The village schools: goals and their implementation 109 Patricia M. Davis 8. The development of vernacular speakers as supervisors Iasi Martha A. Jakway 9. Promoting bilingual education through teachers' conferences 179 Mildred L. Larson Part III What We Have Learned from the Peruvian Experiment Patricia M. Davis Introduction 191 10. Preprogram planning 193 I I. The program and the community 199 12. The program as it relates to the teacher 209 13. The program as it relates to the pupils. 227 14. The benefits of bilingual education. 235 Part IV The Preparation of materials in Vernacular Languages Introduction 255 15. The application if linguistics to the preparation of didacticmaterials. 257 Eugene E. Loos Contents vii 16. The challenges of primer making .,5 Patricia M. Davis 17. Culturally adapted education. 283 Martha A. Jakway 18. Training native authors inwriters' workshops . 297 Martha A. Jakway 19. Creative writing in Amueshabilingual schools . 315 Martha Duff Trip Part V Bilingual Education as it Relates to the Development of Indigenous Communities Introduction 325 20. Adult education: Education foreveryday living 3i7 Martha A. Jakway / 21. Training to train: the key to anongoing program. 335 Mildred L. Larson 122. Cultural change and the development of the whole person: an exposition ofthe philosophy and methods of the Summer Institute of Linguistics 151 Eugene E. Loos, Patricia M. Davis and MaryRuth Wise Appendix A-Resolution authorizingbilingual education in the Peruvian jungle 393 Appendix B-Laws relating to bilingualeducation 195 Appendix C-Sample pages of the 1977curriculum. 399 Index 403 r-s U viii Contents TABLES 6.1 Teacher-training course statistics 95 6.2 Students returning for further training .. ..... % 7.1 Goals of the training course 112-113 7.2 Transition from vernacular to Spanish 114 7.3 Curriculum and textbooks for bilingual schools . 124-125 14.1 Comparison of degree of competence in Spanish between pupils of monolingual schools and those of bilingual schools 240 15.1 Relationship of culture, personal experience and syntactic form to degree of reading difficulty of a piece of literature 263 20.1 Adult class schedule 329 21.1 Synopsis of SIL work among the Aguarunas 338-342 22.1 Mayoruna vital statistics, 1969-1914 379 22.2 Chayahuita health statistics 381 Contents ix FIGURES 7.1 Sample page froM an arithmetic text 118 7.2 Sample page from a reading booklet 119 7.3Sample page from a primer 120 7.4Letter size used in the preprimer Look, Think and Do 122 7.5Sample page from a Shipibo reader 123 7.6Using the flannelgraph for tading readiness. 134-136 7.7Sample pages from the preprimer Look, Think and Do 137 7.8Sample pages from the Arabela primer 138-139 7.9Using the flannelgraph for arithmetic readiness 140-141 7.10 Sample pages from the teacher's guide for mathematics 142-143 7.11 Sample pages from an Aguaruna mathematics text. 144 7.12 Sample pages from oral Spanish 145 7.13 Sample pages from Spanish reading 146 7.14 Sample pages from the health manual, The Flies .. 147 8.1Suggested tests for evaluating pupils 159-164 8.2Coordinator's letter of introduction 165 8.3Coordinator's letter to a new supervisor 166 8.4Inventory and order form 167-168 8.5Expense form for auxiliary supervisors 169 8.6School supervisor's report form 170-173 8.7Supervision plan 174-176 x Contents 15.1The components of communication <, 258 16.1 Example of verb length in Machiguenga 272 16.2Page from the Machiguenga preprimer 272 16.3Page from a Macheguenga vocabulary 273 16.4-30 Pages from Macheguenga readers 273-281 17.1-3 Pages from the preprimer workbook 286-287 17.4Primer page with keyword 288 17.5Page from an arithmetic-readiness book 289 17.6Page from an arithmetic-readiness workbook. 290 17.7Method for teaching abstract ideas 292 18.1Certificate for attendance at a writers' workshop 300 18.2Layout of the Aguaruna workshop 302 18.3Cover design by a native author 310 18.4Title page of an Aguaruna stcry 311 18.5Reader produced at a writers' workshop 312 19.1 A page from a child's notebook 119 19.2 The same story in a primer X20 19.3Continuation of the same story 321 19.4 A page from a book on birds 322 xi .Contents PHOTOS A thatch-roofed, cane- walled Aguaruna schoolroom.. 35 Campa pupils practice writing at the blackboard 35 An Aguaruna teacher organizes a cooperative 72 Members of the cooperative bring raw rubber 72 Pupils line up for opening exercises 81 Wives of teachers learn to use sewing machines 81 Bilingual teachers receive diplomas at graduation 82 An Amuesha teacher examines his diploma 82 Cashibo children learn to write 148 148 f Pupils do arithmetic problems at blackboard Campa writers learn to type 177 An author examines a mimeographstencil 177 A l'icuna teacher checks his pupils'notebooks 178 Reading brightens the future for an Aguaruna student . 178 Authors learn to di plicate the .. own books 188 A native author sews pages of his book 188 Amuesha children with books of their owncomposition 208 Pupils discuss their assignments with their teacher ... 208 A community
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