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Youth Bilingualism, Identity and Quechua Language Planning And University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2019 Youth Bilingualism, Identity And Quechua Language Planning And Policy In The rbU an Peruvian Andes Frances Julia Kvietok Dueñas University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Anthropological Linguistics and Sociolinguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Latin American Languages and Societies Commons, and the Latin American Studies Commons Recommended Citation Kvietok Dueñas, Frances Julia, "Youth Bilingualism, Identity And Quechua Language Planning And Policy In The rU ban Peruvian Andes" (2019). Publicly Accessible Penn Dissertations. 3293. https://repository.upenn.edu/edissertations/3293 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/3293 For more information, please contact [email protected]. Youth Bilingualism, Identity And Quechua Language Planning And Policy In The rbU an Peruvian Andes Abstract Quechua language education and research has long been relegated to rural areas and elementary schools of the Andes. Nonetheless, current language policy in the southern Peruvian region of Cusco has opened new opportunities for Quechua, a minoritized Indigenous language, to be taught in cities and towns and in high schools. In this sociolinguistic context, this dissertation explores what it means for youth in the contemporary urban Andes to be speakers and learners of Quechua, as well as how youth influence the maintenance of Quechua in contexts of ongoing language shift ot Spanish. Through a 20-month long ethnographic and participatory study in Urubamba, a provincial capital of the region of Cusco, and its surrounding areas, I examine youth bilingualism and identity positionings spanning school and out-of- school experiences. Using a sociolinguistic and linguistic anthropological framework, this study contributes to educational research and practice on language planning and policy (LPP) in the Andes and other Indigenous contexts. Throughout the dissertation, I describe youth Quechua language learning trajectories and repertoires, highlighting similarities and differences among three groups of youth: altura, valley and non-Quechua speaker youth. Youth repertoires are heterogeneous and dynamic and their language trajectories are intimately linked to social relationships, identity positionings, racialized trajectories, language ideologies and institutions. Varying access to language learning opportunities, raciolinguistic hierarchies, and ideologies which question and invisibilize youth proficiency and interest in Quechua, as evidenced in school and family practices, are some of the forces which youth at times reproduce, question and above all negotiate on an everyday basis. How youth understand themselves as learners and/or speakers of Quechua is characterized by complexity and ambivalence, grounded in a context of (growing) Quechua LPP activities, symbolic and utilitarian recognition of Quechua, as well as ongoing inequality and discrimination. There are, and will probably continue to be, many painful and deep-seated societal and local forces which work against many of youth’s interests in Quechua language maintenance. Considering youth perspectives reminds us of the importance of continuing to imagine and create better conditions for current and future Indigenous language speakers and learners to pursue their dreams, hopes and aspirations. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Education First Advisor Nancy H. Hornberger This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/3293 Keywords Andean sociolinguistics, Indigenous language education, intercultural bilingual education, language planning and policy, Quechua, youth bilingualism and identity Subject Categories Anthropological Linguistics and Sociolinguistics | Bilingual, Multilingual, and Multicultural Education | Latin American Languages and Societies | Latin American Studies This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/3293 YOUTH BILINGUALISM, IDENTITY AND QUECHUA LANGUAGE PLANNING AND POLICY IN THE URBAN PERUVIAN ANDES Frances Julia Kvietok Dueñas A DISSERTATION in Education Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 2019 Supervisor of Dissertation _________________________________ ___ Nancy H. Hornberger, Professor of Education Graduate Group Chairperson _____________________________________ J. Matthew Hartley, Professor of Education Dissertation Committee Nelson Flores, Associate Professor of Education Sharon Ravitch, Professor of Practice Virginia Zavala, Professor of Linguistics, Pontificia Universidad Católica del Perú YOUTH BILINGUALISM, IDENTITY AND QUECHUA LANGUAGE PLANNING AND POLICY IN THE URBAN PERUVIAN ANDES COPYRIGHT 2019 Frances Julia Kvietok Dueñas This work is licensed under the Creative Commons Attribution- NonCommercial-ShareAlike 3.0 License To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/3.0/us/ Dedication Dedico este trabajo con mucho cariño a todas y a todos los jóvenes que conocí en los colegios de Urubamba, a sus familias y a sus profesores Tukuy sonqoywanmi llapan Urubamba yachay wasikunapi reqsisqaykunaman, wayna sipaskunaman, familiankunamanpas, yachachiqninkunamanpas kay llank’asqayta, hamut’ayusqaytapas qoni iii Acknowledgements Completing this dissertation has only been possible thanks to the generosity, support, encouragement and inspiration of many individuals. My committee members are one such group. I am incredibly grateful to Nancy Hornberger, my dissertation chair, continuing source of scholarly and personal inspiration, and the main reason I came to Penn GSE. Nancy, thank you for your unwavering support for my ideas and research, for your patience as I became a better writer, for being involved in all stages of my research, specially during all my time away from Philly, and for sharing, alongside Esteban, your love of Andean culture and Quechua – ha sido un placer tenerlos conmigo en Urubamba, mana hayk’aqpas chay p’unchaykunata qonqasaqchu. Virginia, gracias por tu confianza, tus consejos y por todos los cafecitos compartidos, por ser un apoyo constante desde que comencé a imaginar este proyecto y por motivarme a seguir creando nuevos proyectos en Perú. Nelson, thanks for giving me the opportunity of conducting ethnography as part of the Philadelphia Bilingual Education Project and for always pushing me to consider critical perspectives to inform my work. Sharon, I am grateful for learning about the importance of methodological rigor through your courses and for your enthusiastic support for my research endeavors throughout the years. I am also grateful to my many academic mentors and educator friends I have met throughout the years, who in different ways inspired me to pursue a PhD in Educational Linguistics and to engage in this research project. My continuing gratitude goes to Lisa Smulyan, who always made me feel everything would work out just fine after our meetings and to Richard Leventhal for giving me the wonderful opportunity of learning and working alongside the many members of the Tihosuco Heritage and Preservation Community Project, an experience that helped me grow as a scholar and educator. Quiero agradecer también a todas las profesoritas y warmichas que me han guiado con su ejemplo, energía, amistad y cariño a través de los años y que me han motivado a formar parte de una comunidad de educadores e investigadores interculturales. Mis agradecimientos hoy y siempre a mi ñañachallay Kusiquyllur Rikra por tu alegría, tu fuerza y tu vocación por revalorar nuestra cultura andina, a Ruth Santisteban por introducirme al mundo de la EIB en Cusco y por tu mirada crítica y comprometida, a Maritza Lovaton por inspirarme con tus iniciativas por la educación fuera y dentro del aula desde el día que compartimos un cuarto en las alturas cusqueñas en 2009 y por recibirme dentro de tu bella familia, a Rosa Qquelca por todas las conversaciones y momentos compartidos durante mis varias estadías en Cusco, a Ingrid Guzmán por ser una excelente compañera de viaje, por tu calma y compromiso, y por brindarme la linda oportunidad de convertirme en docente y aprender junto a ti, a Bersi Macedo por compartir esa curiosidad por el mundo de la investigación educativa, por invitarme a formar parte del grupo de formadores de tratamientos de lenguas y por tu generoso compartir con los docentes de Urubamba. Quiero agradecer también a Norma Uh Uicab, Bety Poot Chablé, Marcelina Chan Canché y Antonia Poot Tuz por todas las risas, tortillas y sobretodo todas las experiencias compartidas junto a ustedes en las escuelas, museo y pueblo de Tihosuco. Yum bootik! iv Noqa askhata añaychakuni runa simi yachachiqniykunata, turachay Michakuchata (Michael Farfán Quispe), hinallataqmi Américo Mendoza-Morita, Arturo Villavicenciota, Alicia Galdósta, Rómulo Gutierrezta, tiochay Samueltapas. Qankunarayku kay llank’ayusqay, k’uskiyusqay ima aswan kallpachasqa. También agradezco al Dr. Jean Jacques Decoster por la oportunidad de estudiar quechua becada en el Centro Tinku en el 2015. During my time as a graduate student at UPenn I was fortunate to have a community of wonderful friends and language and education-minded thinkers for
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