Presents results of study of the factors that affect literacy acquisition in both the mother tongue and Spanish by the indigenous people of the Peruvian Amazon.
Barbara K. Trudell received her Ph.D. in International Education, University of Edinburgh in 2004. She has served as Africa Area Literacy Coordinator for SIL International. She did fieldwork in Peru from 1982 to 1993 as literacy specialist, consultant, and coordinator, and received an M.A. in Applied Linguistics (with an Education minor) from the University of Texas at Arlington in 1991. Her current position is Director of Academic Affairs, SIL (Summer Institute of Linguistics) Africa Area (2004 –).
Table of Contents
Acknowledgments
Map
Part I. Background Information
- Introduction
1.1 Purpose of the study
1.2 Research questions
1.3 Overview of the study
1.4 Definitions
1.5 Limitations and delimitations
1.6 Significance of the study
- An Historical Framework
2.1 Before the sixteenth century
2.2 Earliest contact with the West: Explorers and missionaries
2.3 Commercialization of the Amazon
2.4 The twentieth century: Integration into Peruvian national society
2.5 History of the bilingual education program
- Language, Culture, and Ethnicity
3.1 Ethnicity
3.2 Ethnicity and nationalism
3.3 Language and ethnicity
3.4 Language and culture
3.5 Summary
- Literacy and Education
4.1 Literacy versus schooling
4.2 Language and schooling
4.3 Language and literacy
4.4 Conclusion
- Research Methodology
5.1 Foundations
5.2 Description of field research
Part II. Language Group Profiles
- The Aguaruna
6.1 Historical framework
6.2 Ethnic identity and language maintenance
6.3 Educational factors
6.4 Summary
- The Yagua
7.1 Historical framework
7.2 Ethnic identity and language maintenance
7.3 Educational factors
7.4 Summary
- The Sharanahua, Yaminahua, and Madija Culina
8.1 Historical framework
8.2 Ethnic identity and language maintenance
8.3 Educational factors
8.4 Summary
- The Shipibo-Conibo
9.1 Historical framework
9.2 Ethnic identity and language maintenance
9.3 Educational factors
9.4 Summary
- The Asheninca Campa
10.1 Historical framework
10.2 Ethnic identity and language maintenance
10.3 Educational factors
10.4 Summary
- The Pajonal Campa
11.1 Historical framework
11.2 Ethnic identity and language maintenance
11.3 Educational factors
11.4 Summary
- The Ashaninca Campa
12.1 Historical framework
12.2 Ethnic identity and language maintenance
12.3 Educational factors
12.4 Summary
- The Machiguenga
13.1 Historical framework
13.2 Ethnic identity and language maintenance
13.3 Educational factors
13.4 Summary
- Conclusions
14.1 Specific factors
14.2 Factors with multiple effects
14.3 Discussion
14.4 Conclusion
References
SIL International and the University of Texas at Arlington Publications in Linguistics 117
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