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The Revitalization of the Mapuche Language As a Space of Ideological Struggle: the Case of Pehuenche Communities in Chile

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Journal of Historical Archaeology & Anthropological Sciences Research Article Open Access The revitalization of the mapuche language as a space of ideological struggle: the case of pehuenche communities in Chile Abstract Volume 1 Issue 5 - 2017 Based on our findings in a research founded by CONICYT carried out in pehuenche Cristián Lagos, Felipe Pérez de Arce, Verónica communities in Alto Bio, this paper proposes the use of recent perspectives in Linguistic anthropology, languages ideologies model to understand local initiatives of Figueroa Department of Linguistics, Universidad de Chile, Chile linguistic revitalization, such as the Bilingual intercultural education program (BIEP) in schools in the communities, as spaces of “ideological struggle”, that is, social spaces Correspondence: Cristián Lagos, Associate Professor, in which several social actors dealing with indigenous languages and its revitalization Department of Linguistics, Universidad de Chile, Chile, Tel communities and indigenous organizations, CONADI, MINEDUC, universities have 229787068, Email [email protected] diverse and heterogeneous cultural models about languages in contact (chedungun and Spanish), models that explain the problems that these and other revitalization Received: June 24, 2017 | Published: September 01, 2017 initiatives have to confront. Thus, first we show the situation of indigenous languages in Chile and how it replicates in the case of pehuenches communities studied, we describe initiatives to revert that situation and the BIEP as one of them and finally, we present the notion of ´language ideology´ and its application to analyze the dynamics of this program in the communities and to give some keys to reformulate it regarding the general indigenous reality. Keywords: Linguistic anthropology, language ideologies, linguistic revitalization, indigenous languages, mapudungun/ chedungun Abbreviations: CONICYT, corporation for research in science from the State and the indigenous civil society, the Bilingual and technology; CONADI, national corporation for indigenous Intercultural Education Programme (BIEP) among them. development; BIE, bilingual intercultural education; BIEP, bilingual C. Present the notion of “language ideology” and its contribution intercultural education program; MINEDUC, ministry of education to interpret and have an impact in the development of language Introduction planning an revitalization initiatives on indigenous languages. D. To apply this model to understand the problems and resistance A while ago a researcher in public policy issues asked me a that the implementation of the IBE presents in schools in “linguistic” question. He pointed out, as he was reviewing his Pehuenche communities in the Alto Bio commune (Trapa upcoming book, that according to his knowledge, “the word Mapuche Trapa, Pitril and Callaqui). This analysis, at the end of the had no plural”, but the Publishing House insisted that the “correct article will allow us to take up our initial question and interpret word is Mapuches”. What is fascinating about this question whether it under new a new light. Our goal is to articulate the global Mapuche should be pluralized following Spanish grammar or should reality of indigenous languages in relation to their individual be kept in its original form according to the indigenous language is reality in the Pehuenche communities that we have researched, that it encompasses keys to answer a series of issues that indigenous so as to go back to general considerations that could be applied languages in Chile have faced and still face in contact with Spanish. to the diverse indigenous languages in the country. The answer, which is not simply linguistic, requires an analysis that in the last decades has proven to be highly fruitful for the study and Materials and methods intervention of languages either indigenous or not at a worldwide scale: the studies regarding language ideologies from the linguistic The results that will be presented below were obtained from an anthropology standpoint1−4 and its contribution to the understanding ethnographic work in the Mapuche-Pehuenche communities of Pitril of language planning and revitalization initiatives as an area for and Callaqui, both belonging to the Alto Bío Bío commune, in the “ideological struggle” that requires clarification.5,6 Thus, there Bío Bío region, in the foothills of Los Andes Mountains, 220 km follows, we have proposed first to from the city of Concepción in Chile. Their localities correspond to communities mainly pehuenches (about 75% of the population is of A. Analyze the situation of the indigenous languages in Chile in that ethnic origin).7 Pitril has a total of 407 inhabitants, with 75% being terms of their functional displacement and its historical and considered of Pehuenche origin. They have a basic school with about social factors and the way in which this reality is portrayed in 50 students. The other community studied is Callaqui, with a total of Pehuenche communities that still enjoy a relative isolation in 637 inhabitants, 85% is considered of Pehuenche origin. It also has a the south of Chile. basic school with about 100 students, with boarding school and like B. Describe the genesis and development of a series of activities the Pitril School, has a Bilingual Intercultural Education Program, by and initiatives that try to work against this process, both a traditional educator of Pehuenche origin, whose mother tongue is Submit Manuscript | http://medcraveonline.com J His Arch & Anthropol Sci. 2017;1(5):197‒207 197 © 2017 Lagos et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and build upon your work non-commercially. Copyright: The revitalization of the mapuche language as a space of ideological struggle: the case of pehuenche 198 communities in Chile ©2017 Lagos et al. chedungun. Finally, it is important to point out that the population teacher is a fully competent Chedungun speaker (except for that attends both the Pitril and Callaqui schools is not exclusively traditional educators). Pehuenche, also attending the sons and daughters of non-indigenous B. In the organization and participation of community ritual settlers living in the area, constituting, therefore, an intercultural activities, such as the nguillatun or we tripantu (Mapuche New meeting space. Participant observation and semi-structured interviews Year), as not the whole audience is competent in Chedungun, and discussion groups were conducted with both languages are used, with Spanish as a tool for explaining a. 3 BIEP municipal managers from this area, the rest what is happening. Moreover, in the privacy of each family’s space during the nguillatun, interaction takes place b. 2 teachers working in establishments where BIEP is provided, mainly in Spanish due to the generation gap and the language c. 3 traditional educators a Position of the Indigenous Language lost in the new generations (children and teenagers only know Sector and a few words and phrases; most of the adults and young adults hold some passive knowledge of the language but are reluctant d. 4 members of the communities of Pitril and Callaqui that belong to teach their children and most of the elderly are coordinated to the Pehuenche ethnic group and are chedungun speakers. bilingual speakers). Results and discussion C. In the family, due to the interruption in the language transmission to the new generations (as a result of the social expectations The situation of the indigenous languages in Chile: the associated to Spanish and the previous discrimination case of pehuenche communities experience), only the elderly use the indigenous language. The image of functional displacement in the Chilean indigenous Even a tradition that encompasses culture and language, as the languages, particularly Aymara and Mapudungun, in favour of UY giving (native name, usually associated to a family totem Spanish has been corroborated by several authors 8−13 and by the animal) to the new-born babies, has gradually been lost. Thus, studies that we have been carrying out by Lagos.14−15 According to children enter school with their “winka üy” (Pedro, Juan, etc.) these antecedents, this situation displays recessive trends regarding and the school has become a space for rescuing these traditional these languages in relation to Spanish, considering the progressive names. This is an example of the poor language reproduction displacement that they have undergone since the Pacification of the within the family, which, adding acculturation agents such Araucanía, the annexation of the Arica y Tarapacá region and the as the television is another element of the breakdown of the colonization process in the southernmost tip of Chile during the XIX traditional language reproduction channels. Century, which has been hastened and increased due to the rural-urban Public policy and indigenous language revitalization migration creating a generalized functional imbalance leading to the initiatives substitution of the low-prestige language (indigenous languages) by the dominant language (Spanish). This adverse scenario is Already stated the general overview of the indigenous languages in not fortuitous, as it is the result of complex political, economic, Chile and particularly in the indigenous Pehuenche communities, this military, demographic and cultural processes,16 sharing as a factor second section will review in which ways the State and
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