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International Migration and Quichua Language Shift in the Ecuadorian Andes
Abstract
This chapter discusses questions regarding linguistic and cultural changes as the effect of migration among Indigenous people in Ecuador. We explore how transmigration and the formation of transnational communities affect those who do not leave.
... Drawing on language socialization, language policy and biographical traditions, research also highlights how youth come to be socialized and socialize their family members into Quechua and Indigenous bi-and multilingualism. Youth across Ecuadorian and Peruvian contexts have been identified as family language policy actors, who socialize their parents, siblings, and other family members into and away from Kichwa and Quechua, as well as prestige and minoritized varieties of Spanish (King and Haboud, 2011). Increasingly, scholarship has shown how outside high altitude and rural communities, the home -often upheld as a stronghold of intergenerational transmission -is not necessarily a space where youth are socialized into Quechua language practices and identities. ...
... governmental Indigenous language campaigns (López 2021). 4 The roles and Quechua planning activities of youth (Hornberger and Swinehart 2012;Sumida Huaman 2014) and families (King and Haboud 2011;Sichra 2016) are increasingly being highlighted. The impact of mobility of Quechua actors and the geographical expansion of LPP activities beyond rural domains and outside Andean nation states are also taken up in recent work (Firestone 2017;Manley 2008;Mendoza-Mori 2017). ...
... Luykx's (2003) study of Bolivian Aymara families offers an account of how children and parents mutually socialize each other into bilingual repertoires and gendered ways of using language. In Ecuador, King and Haboud's (2011) multi-sited ethnography shows how processes of transmigration have transformed local conceptions of "parenthood, childhood and family obligations" (150), lessening prospects for Kichwa 2 transmission between children, parents and grandparents. Recently, autobiographic research led by Indigenous scholars (Sichra 2016), provides accounts of practices, attitudes and ideologies which limit families' search for Indigenous language maintenance, and identifies explicit FLP successes. ...
In this paper, I draw on the ethnography of language planning and policy to consider how urban Indigenous language education might benefit from understanding the meanings and processes behind other language planning and policy activities migrant youth participate in, specifically, family language policymaking activities. Drawing on ethnographic fieldwork and interviews conducted in the region of Cusco, Perú I examine the experiences of two youth from rural hometowns and of their families. My analysis discusses how family language policies influenced youth’s shifting repertoires towards and away from Quechua, how youth drew on their Quechua–Spanish bilingualism to act as family language policy agents guided by local crianza and raciolinguistic ideologies, and how youth experienced Quechua language education in urban high schools. I argue that urban Quechua education efforts need to consider how migrant youth experience and shape their bilingualism and that of their families across rural-urban continua in order to craft safe and meaningful spaces where youth can participate in the strengthening of their Quechua language practices and identities.
... Following critical studies in language policy that advocate for more democratic policies that bring social justice, this paper relies on ethnographic interviewing (Curdt-Cristiansen, 2009;King and Haboud, 2011;Codó, 2018) as a transformative, action-oriented method for exploring Romanian migrant family language policies. Due to the deeply contextualised and reflexive perspective I adopt, I frame the research within the ethnography of language policy framework (Ricento and Hornberger, 1996;Canagarajah, 2006) that empowers local agents and communities and considers language policy part of 'an integrated (if often messy and contested) sociocultural system' (McCarty, 2015: 82). ...
This article adopts the critical and ethnographic language policy approach (McCarty, 2011; Johnson and Ricento, 2013) to unveil the family language policy adopted by first-and second-generation Romanian parents in a diasporic context, Castelló de la Plana, the capital city of the Castelló province (Spain). The study focuses particularly on parents’ language ideologies and practices regarding the acquisition and use of Spanish, Catalan, and Romanian. The analysis of parental policies is pursued through 15 semi-directed interviews about life experiences produced in ethnographic research. By drawing on biographical narratives, I examine in detail how parents ground their position regarding language choices, transmission, or interruption of the home language and how multilingualism is perceived and valued by different generations. I conclude that first- and second-generation migrant parents mobilise different language ideologies in relation to the use of the heritage language and the translingual practices they deploy. I also report on the tensions migrant families experiment regarding languages in this neoliberal economic governmentality (Martín Rojo, 2019) and how language policy at the family level sometimes supports and reproduces the institutional discourses and hegemonic nation states’ policies and at other times challenges them.
... The studies on language shift have been extensive (Lee 2013;Pauwels 2005;Sofu 2009) and demonstrate that language shift amongst diaspora communities is not extraordinary in itself (Báez 2013: 28). What is significant, and which researchers have only just begun to consider, is how individualised trajectories of people's movement shapes sociolinguistic transformation (King and Haboud 2010;Wyman 2013). Research carried out with the SLT diaspora helps to illustrate this. ...
This article uses the “communicative repertoire” conceptual framework to investigate the evolving linguistic practices in the Sri Lankan Tamil (SLT) diaspora, looking specifically at how changing mobility patterns have had an influence on heritage language use. Drawing on fieldwork undertaken with 42 participants of diverse migration trajectories in London, the study finds that onward migration has important implications for Tamil language maintenance and use in the UK, and for the introduction of European languages into the community. It argues that Tamil practices can only be fully understood if we consider them within the context of participants' communicative repertoires. Further, the definition of Tamil needs to be expanded to include different varieties, registers and styles that have been shaped by onward migration. As the trend of multiple migrations is becoming increasingly common in globalization processes, studying the recent change in SLT migratory patterns is also crucial to gaining insight into the diversities and transnational links that exist within and across diaspora communities respectively.
... LL is important for language policy and in particular for FLP (Shohamy and Gorter 2008). In a family, decisions on language use are made by parents (King and Haboud 2011), while in society, language policy, ideology and practice are determined by policy makers, leaders and community practice (Spolsky and Shohamy 1999). According to Kumaravadivelu (2006:13) there are "dominant institutional forces, historical processes and vested interests" while McCarty et al. (2011:3) have suggested various levels of policy: "the micro levels of individuals in face-to-face interaction, the meso level of local communities of practice and the macro level of nation-states and larger global forces." ...
The fourth paper discusses another appealing dimension to the study of the linguistic landscape. Sviatlana Karpava, Natalia Ringblom and Anastassia Zabrodskaja – who respectively hold academic positions in Cyprus, Sweden and Estonia – have teamed up to analyse the way Russian as a heritage language is maintained. In their paper A Look at the Translanguaging Space of Russian-speaking Families in Cyprus, Estonia and Sweden: On the Possible Interrelationship between Family Language Policy and Linguistic Landscape, the authors examine, among other things, the language policy set out by the families chosen for their study and also analyse public signage in Russian in these countries. Their findings reveal that the linguistic landscape seems to be aiding Russian language transmission in these different contexts.
... For just a few examples drawn from a vast literature, seeDay (1985),Sankoff (2002), andKing and Haboud (2011).4 Blake(2003)provides a philosophical argument for liberal language policies that takes this kind of injustice to be the key consideration involved in cases of language loss. ...
The twenty-first century will witness an unprecedented decline in the diversity of the world’s languages. While most philosophers will likely agree that this decline is lamentable, the question of what exactly is lost with a language has not been systematically explored in the philosophical literature. In this paper, I address this lacuna by arguing that language loss constitutes a problematic form of illocutionary silencing. When a language disappears, past and present speakers lose the ability to realize a range of speech acts that can only be realized in that language. With that ability, speakers lose something in which they have a fundamental interest: their standing as fully empowered members of a linguistic community.
El presente trabajo exploratorio descriptivo pretende contribuir al vacío de conocimiento existente sobre las investigaciones en el área de la enseñanza de lenguas extranjeras, durante los años 2011-2021. La información fue recogida a través del buscador especializado de literatura académica Google Scholar, que, por defecto, muestra en las primeras páginas los resultados de mayor relevancia. Los estudios fueron agrupados en seis categorías: 1. Métodos, enfoques, modelos y estrategias, usados para la enseñanza de lenguas extranjeras; 2. la educación en línea y el uso de las tecnologías en la enseñanza de las lenguas; 3. Análisis curricular y evaluación; 4. factores que influyen en el aprendizaje de una lengua extranjera; 5. Percepciones de estudiantes y docentes acerca del proceso; y 6. Perfeccionamiento docente. Principalmente, pudo evidenciarse que la investigación se centra en la búsqueda de mejores métodos y enfoques para la enseñanza, mientras que, otros temas como el análisis curricular y evaluación de procesos han sido investigados con menos frecuencia. Se concluye que el nivel de suficiencia en el lenguaje extranjero de los estudiantes no se corresponde con los resultados de intervenciones específicas, que han reportado casi siempre resultados positivos para mejorar los procesos de enseñanza-aprendizaje. Finalmente, se recomienda una investigación que ahonde en el análisis de todos los aspectos que influyen en el aprendizaje de lenguas.
Latin American countries have experienced demographic and linguistic changes since Educación Intercultural Bilingüe (EIB) was first developed. Yet, ministries of education continue to impose generic models that do not reflect the realities of migrant Indigenous groups, who experience linguistic and ethnic minoritisation processes. Based on our ongoing work with a migrant Salasaka Indigenous community from the Ecuadorian Andes living in Galapagos, a region in which the majority of the population does not identify as Indigenous nor speak Kichwa, we propose Contextualización Transformativa de Educación Intercultural Bilingüe (CTEIB). CTEIB 1) considers processes of enacting Indigeneity in migratory contexts; 2) reflects the dialogic influence of place on migrant Indigenous communities’ languages, traditional ecological knowledge, and culture; and 3) acknowledges the agency and creativity of Indigenous groups as transformative agents in maintaining their languages and Indigeneity outside their ancestral lands. This paper describes the theoretical underpinnings of CTEIB by building on the work of the Salasaka community in contextualising and adapting the Ecuadorian EIB programme to Galapagos. Beyond the importance of this work for migrant Indigenous communities, this work advocates for EIB programmes to address Indigenous migration in their design and implementation with implications for educational researchers, policy makers, and educators.
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