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Proceedings of the First Symposium on Teaching Indigenous Languages of Latin America Actas del Primer Simposio sobre Enseñanza de Lenguas Indígenas de América Latina Edited by Serafín M. Coronel-Molina & John H. McDowell CLACS & MLCP, Indiana University Bloomington & Association for Teaching and Learning Indigenous Languages of Latin America (ATLILLA) Copyright © 2011 by Serafín M. Coronel-Molina & John H. McDowell All rights reserved. No part of this work may be reproduced in any form by any means, including photocopying and recording, or by any information storage or retrieval system (except for brief quotations in critical articles or reviews) without written permission from the authors. Derechos de autor © 2011 por Serafín M. Coronel-Molina & John H. McDowell Todos los derechos reservados. Queda prohibida la reproducción total o parcial de esta obra por cualquier forma o medio, incluida la fotocopia o la grabación, o por cualquier sistema de almacenamiento y recuperación (con excepción de citas breves en artículos de crítica o reseñas), sin la autorización escrita de los respectivos autores. Center for Latin American and Caribbean Studies, Indiana University 1125 East Atwater Avenue Bloomington, IN 47401 Phone: (812) 855-9097 Fax: (812) 855-5345 E-mail: [email protected] Dedication / Dedicatoria We dedicate this small contribution both to the originary peoples of Latin America and to the researchers and devotees of its indigenous languages and cultures. Dedicamos este granito de arena tanto a los pueblos originarios de América Latina como a los amantes y estudiosos de las lenguas y culturas indígenas del mencionado territorio. Table of Contents Contributors / Contribuidores ........................................................................................................ vi PREFACE Nancy Hornberger .............................................................................................................. xiii STILLA 2008 Welcoming Remarks / Discurso de inauguración de STILLA 2008 Bradley A.U. Levinson ........................................................................................................ xvi Welcoming Remarks in Huanca Quechua / Palabras de bienvenida en quechua huanca Serafín M. Coronel-Molina ................................................................................................. xix INTRODUCTION. Themes and Issues in the Study of Indigenous Languages: Sharing Our Words and Worlds in Our Own Voices Serafín M. Coronel-Molina & John H. McDowell .................................................................... 1 PART 1. Ethnography of Speaking, Ethnopoetics, and Discourse Approaches: Personal Trajectories / Etnografía del habla, etnopoética, y enfoques discursivos: trayectorias personales ........................................................................................................................... 9 1 On Committing Kamsá to Writing: Improvisations and Collaborations John H. McDowell ............................................................................................................... 10 2 Centered and Decentered Discourses: Anticipating Audience in an Indigenous Narrative Project in Brazil Janet Chernela .................................................................................................................... 24 3 How a Television Is Like a Urinating Donkey and Other Things I Learned Studying Navajo Poetics: On Puns, Bilingual Navajo, and Ideophony Anthony K. Webster ............................................................................................................. 35 Comments Richard Bauman .................................................................................................................. 48 PART 2. Indigenous Languages Crossing the Digital Divide / Lenguas indígenas cruzando la brecha digital .................................................................................................................... 51 4 Computational Morphology and the Teaching of Indigenous Languages Michael Glasser .................................................................................................................. 52 5 “Ciberaymara”: curso de enseñanza–aprendizaje del aymara desde el Internet Mabel Arteaga Vino ............................................................................................................. 64 6 La edición online del manuscrito del Popol Wuj: lengua y cultura Carlos M. López .................................................................................................................. 71 PART 3. Politics of Indigenous Languages and Cultures / Políticas lingüístico-culturales indígenas ........................................................................................................................... 81 7 Los procesos de reetnización y su impacto sobre las políticas lingüísticas Jorge R. Alderetes ............................................................................................................... 82 iii 8 Políticas lingüísticas y exclusión: el rol de la Educación Intercultural Bilingüe (EIB) con relación al quechua en Argentina Lelia Inés Albarracín ........................................................................................................... 94 9 Situación actual de la lengua mapuche en Chubut (Argentina) y la educación intercultural bilingüe Antonio E. Díaz-Fernández Aráoz ...................................................................................... 102 PART 4. Revitalization and Maintenance of Indigenous Languages / Revitalización y mantenimiento de lenguas indígenas .............................................................................. 113 10 El proyecto de revitalización, mantenimiento y desarrollo lingüístico y cultural: resultados y desafíos José Antonio Flores Farfán ................................................................................................ 114 11 “So that We Don’t Lose Words”: Reconstructing a Kaqchikel Medical Lexicon Emily Tummons, Robert Henderson & Peter Rohloff ............................................................ 127 12 Revitalización y mantenimiento de la lengua chuj en La Trinitaria, Chiapas: primer acercamiento desde las ideologías lingüísticas Lorena Cordova Hernández ............................................................................................... 136 PART 5. Not Forgetting: The Sociohistorical, Sociocultural, and Sociolinguistic Capitals of Indigenous Languages / No olvidando: los capitales sociohistóricos, socioculturales y sociolingüísticos de las lenguas indígenas ..................................................................... 151 13 Tracing Trajectories of Indigenous Literacies in the Americas Peter M. Cowan & Serafín M. Coronel-Molina ................................................................... 152 14 Between Communication and Ethnic Identity: The Cultural Relevance of Language Acquisition, Memory and Forgetting Jean-Jacques Decoster ...................................................................................................... 172 15 El mito del Kharisiri y más allá de la enseñanza de las lenguas indígenas en el trabajo de campo Vannessa Peláez-Barrios ................................................................................................... 183 PART 6. Indigenous Languages and Pedagogy / Lenguas indígenas y pedagogía .................... 191 16 Enseñanza del quechua como segunda lengua en dos escuelas urbanas de Cuzco, Perú: un desafío Vidal Carbajal Solís .......................................................................................................... 192 17 Elaboración de textos de lengua materna en quechua Cuzco–Collao Nonato Rufino Chuquimamani Valer .................................................................................. 206 18 Aprendizaje del runasimi (quechua) y la letra del wayñu / Learning Runasimi (Quechua) & Wayñu Lyrics / Runasimipi rimay yachaynin chaymantapas wayñupa qanllariynin Numa Armacanqui ............................................................................................................. 222 19 El aprendizaje del runasimi o quechua puede ser divertido y agradable / Learning Runasimi or Quechua Can Be Fun and Enjoyable / Allin pukllanimpim kanman runasimi qallu yachayninqa Elia J. Armacanqui-Tipacti ................................................................................................ 243 20 Using Wayñu Lyrics in Runasimi Instruction: Support from Applied Linguistics and Learning Styles / Uso de la letra del wayñu en la instrucción del runasimi: aportes de la lingüística aplicada y de los estilos de aprendizaje Melina Lozano .................................................................................................................. 254 PART 7. Teaching and Learning Styles, Translation, and Linguistic Structure / Estilos de enseñanza y aprendizaje, traducción y estructura lingüística ........................................ 266 21 Indigenous Language Learning and the Concept of Style: Reflections on My Experiences with Quechua and Aymara Juan Eduardo Wolf ............................................................................................................ 267 22 Some Issues in Translating Quechua Margarita Huayhua ........................................................................................................... 274 23 Usos y funciones de la partícula in en el náwatl de Tlaxcala Alfonso Hernández Cervantes............................................................................................
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