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Maya Maya -Español UNIVERSIDAD DE QUINTANA ROO DICCIONARIO INTRODUCTORIO ESPAÑOL - MAYA MAYA -ESPAÑOL Javier Abelardo Gómez Navarrete Chetumal. Quintana Roo, 2009 Prólogo urante los tres años en los que he tenido el privilegio de asistir a las clases de maya que el maestro Javier Gómez Navarrete imparte en la DUniversidad de Quintana Roo, he podido constatar cómo el aprendizaje de sus estudiantes se debe, en gran parte, al valioso apoyo del diccionario bilingüe maya-español, español-maya, preparado minuciosamente desde hace ya varios años por este prestigioso hablante e investigador de la lengua y cultura mayas. La publicación de este diccionario será de mucha utilidad, no sólo en el contexto de las aulas universitarias en las que se enseña esta lengua, sino también en todas aquellas instancias oficiales o privadas en las que se ofrezca algún tipo de servicio a los hablantes de maya, como hospitales, clínicas, juzgados, etc. Este diccionario constituye, además, una ayuda básica para los mayahablantes que necesitan o desean escribir en su lengua nativa; por lo que su distribución en zonas mayas ofrecerá muchos beneficios en el sistema educativo de las comunidades indígenas de la península. La lingüística permite conocer por qué la elaboración de un diccionario bilingüe requiere mucho tiempo y dedicación; pero sobre todo, muestra cómo este tipo de trabajo revela el índice de riqueza léxica de su autor, índice directamente vinculado con la cultura y preparación de todo aquel que decide emprender una tarea tan ardua, como la recopilación de términos y vocablos básicos pertenecientes a ambos mundos culturales: el hispano y el maya. En este sentido, el diccionario elaborado por el maestro Gómez Navarrete arroja resultados interesantes; pues incluye información léxica y gramatical sobre una buena cantidad de sustantivos concretos y abstractos, así como sobre numerosos adjetivos, verbos transitivos e intransitivos, adverbios y nexos de ambas lenguas, con los cuales se puede construir y comprender textos básicos que facilitan la comunicación intercultural entre un hispanohablante y un mayahablante. En este diccionario bilingüe del léxico usual en maya, destaca la inclusión de regionalismos propios del español de Yucatán, como ‘anolar’, palabra que proviene, incluso, de la lengua maya, ‘henequén’, también de probable origen maya, ‘cocoyol’, ‘chachalaca’, ‘chaya’, “espelón’, y ‘sorongo’; además de algunos términos especializados que no aparecen en el diccionario de la Real Academia Española de la Lengua, como ‘alepusa’. Otro detalle del diccionario elaborado por este notable escritor yucateco es la acertada asignación de entradas diferentes para términos que pese a coincidir en su forma, difieren en su función gramatical, como en el caso de ‘áak’ab’, adverbio de tiempo, ‘anoche’ y ‘áak’ab’, sustantivo, ‘noche’; ‘aal’, adjetivo, ‘pesado’ y ‘aal’, sustantivo, ‘hija o hijo de la mujer’; o ‘achak’, preposición, ‘sin’, y ‘achak’, sustantivo, ‘sobrino’. En otros casos, el autor distingue como dos términos, a palabras iguales en su forma, que pese a coincidir en su función gramatical, presentan significados diferentes, como ocurre con ‘beel’, sustantivo, ‘camino’ y ‘beel’, sustantivo, ‘verraco’; ‘áak’alche’, sustantivo, ‘suelo de rendzina negra, y ‘áak’alche’, sustantivo, ‘suelo amarillento, arcilloso’; o ‘bey’, adverbio de afirmación, ‘también’ y ‘bey’, adverbio de modo, ‘como’. En algunos casos, sin embargo, incluye también como entradas léxicas distintas, a unidades con significados cercanos, como ‘bobox’, sustantivo, ‘rabadilla’ y ‘bobox’, ‘cóccix’; ‘bits’kaal’, verbo transitivo, ‘estrangular’ y ‘bits’kaal’, verbo transitivo, ‘ahogar apretando la garganta’; o ‘búulul’, verbo intransitivo, ‘anegar’, ‘búulul’, verbo intransitivo, ‘hundir’, ‘sumergir’, ‘búulul’, verbo intransitivo, ‘inundar’ y ‘búulul’, ‘naufragar’. He aquí una de las dificultades más importantes en la preparación de un diccionario: la inclusión de elementos formal y funcionalmente semejantes en distintas entradas léxicas o en una misma entrada léxica. Este diccionario bilingüe se organiza de manera alfabética y facilita al lector la búsqueda de equivalentes para una palabra o frase en maya o español; pero como por su carácter bidireccional, no ofrece definiciones, para fines de traducción, es recomendable complementar su uso con diccionarios monolingües en ambas lenguas. Es significativo que la publicación de este aporte para el conocimiento de la lengua maya se produzca, precisamente en el año designado por la Asamblea General de las Naciones Unidas, como “Año Internacional de las Lenguas”, en un esfuerzo por promover la unidad en la diversidad global. Con esta designación, la Asamblea ha reconocido la importancia decisiva de las lenguas, por su condición de factores estratégicos para la integración social, y se ha propuesto “lograr el reconocimiento, en el ámbito nacional, regional e internacional, de la importancia de la diversidad lingüística y el plurilingüismo en los sistemas educativos, administrativos y jurídicos, en las manifestaciones culturales y en los medios de comunicación, en el ciberespacio y en los intercambios comerciales.” (Matsuura, 2007). Es sintomático verificar que los niños indígenas son quienes presentan los grados de rendimiento escolar más bajos en el sistema nacional, probablemente debido a su bilingüismo y a un conocimiento incipiente de la lengua de poder en la que son evaluados. Según el Centro Quintanarroense de Desarrollo, “los resultados de la prueba ENLACE realizados por el gobierno federal … arrojaron que los municipios de Felipe Carrillo Puerto, José Ma. Morelos y Lázaro Cárdenas son los que más bajo perfil alcanzaron a nivel nacional en las materias de español y matemáticas.” (CEQROODE, 2007: 8) Lo que ocurre es que la situación de minoría lingüística y de desvalorización de las lenguas nativas ha motivado una práctica hispanizante en la que la lengua materna es desplazada por la segunda lengua, con lo que se promueve el monolingüismo en el sistema educativo nacional, y no se desarrollan las competencias que aporta el hecho de ser bilingües. El bilingüismo no es visto como una ventaja, sino como un obstáculo para el alcance de una escolaridad y una integración social existosas. Investigaciones psicolingüísticas y sociolingüísticas han demostrado que los niños bilingües muestran mayor rapidez y flexibilidad en el estudio de ciertas disciplinas y dearrollan mejores capacidades de comunicación. Numerosos estudios de investigación han revelado también que los niños se desempeñan mejor si reciben educación básica en su lengua materna. El aprendizaje en la lengua materna tiene valor cognitivo y emocional, puesto que los miembros de los grupos lingüísticamente minoritarios se sienten más respetados cuando su lengua se emplea en la escuela. “Los niños que aprenden en un idioma distinto al propio reciben dos mensajes: si desean triunfar intelectualmente, no lo lograrán utilizando su lengua materna y, adicionalmente, que la lengua materna no sirve para nada.” (Robinson, 2003: 5) Si a un niño no se le permite el uso de la lengua materna en el hogar, puede surgir una situación conflictiva entre el modelo familiar y el modelo social, entre la familia y la escuela, hasta el punto de motivar en el niño un empobrecimiento de sus referencias culturales y una sociedad débil. La creación de la Coordinación General de Educación Intercultural Bilingüe en el 2000, la Ley sobre los Derechos Lingüísticos de los Pueblos Indígenas del 2003, y la Declaración de la ONU sobre los Derechos de los Pueblos Indígenas del 2007, han ampliado el marco de acción para la difusión, la enseñanza, el mantenimiento y la preservación de las lenguas nativas del país. A esto se añade el reciente interés mostrado por la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, en la elaboración de un instrumento con carácter normativo internacional, que se dirija hacia la protección específica de las lenguas indígenas y las lenguas en peligro de extinción, para asegurar la diversidad etnolingüística como patrimonio intangible de la humanidad (UNESCO, 2007). En esta perspectiva, la elaboración de diccionarios en lengua maya es una de las acciones más importantes y necesarias para cumplir con las metas básicas de una política lingüística orientada a la conservación del patrimonio cultural de la región. La formación de educadores bilingües para los niveles escolares básicos requiere el apoyo de material bibliográfico adecuado, como el de este diccionario bilingüe maya-español, español-maya, en el que el maestro Gómez Navarrete respeta con sumo detalle el alfabeto que fuera aprobado en 1984 por la Comisión de Difusión del Alfabeto Maya, y ratificado en el 2006 durante el Foro Regional “Reglas gramaticales y homogeneización de la escritura de la lengua maya en la península de Yucatán”; lo que significa, sin lugar a dudas, un paso importante en el proceso de estandarización de esta lengua. Uno de los pilares básicos de la alfabetización en comunidades de la zona maya es el conocimiento de la lengua escrita por parte de los educadores bilingües, quienes cumplen un papel fundamental en pro del respeto, la promoción y la protección de la lengua maya, al enseñar a leer y escribir en esta lengua minoritaria, tarea para la cual podrán contar ya con un diccionario producido en el seno de una institución de educación superior, que logra contribuir al desarrollo regional gracias a uno de sus profesores-investigadores más productivos y reconocidos. Referencias Centro Quintanarroense de Desarrollo,
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