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When policy becomes practice: Teachers' perspectives on official bilingualism and the teaching of Guarani as a second language in Paraguay
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EAN 2940011693076
REGISTERED: 10/19/18
UPDATED: 03/28/20
When policy becomes practice: Teachers' perspectives on official bilingualism and the teaching of Guarani as a second language in Paraguay.
Soon after its adoption as one of the two official languages of Paraguay in 1992, the Paraguayan Ministry of Education (MEC) launched an educational reform incorporating Guarani as a language of instruction with the goal making every Paraguayan student bilingual and biliterate in Spanish and Guarani. Using a combination of qualitative methods, including videotape recordings of classroom interactions, group discussions, and individual interviews, this study examined the challenges, constraints


Specifications
  • EAN bar code 2940011693076 ξ1 registered March 16 2016
  • Product category is When-policy-becomes-practice Valentina-Canese-Caballero Home Education

Soon after its adoption as one of the two official languages of Paraguay in 1992, the Paraguayan Ministry of Education (MEC) launched an educational reform incorporating Guarani as a language of instruction with the goal making every Paraguayan student bilingual and biliterate in Spanish and Guarani. Using a combination of qualitative methods, including videotape recordings of classroom interactions, group discussions, and individual interviews, this study examined the challenges, constraints and possibilities of Guarani as a second language from the teachers' perspectives. According to the Guarani teachers in this study, issues concerning status planning were of primary concern including students' and parents' language attitudes held, the status of Guarani and its perceived utility. At the same time, issues regarding acquisition planning were at the top of Guarani teachers' concerns, including the time allotted for the teaching of Guarani, students' limited exposure to Guarani, the materials and methodologies used for instruction, limitations in teacher training and institutional support. In terms of corpus planning, teachers expressed concerns regarding the official program's adaptability to their student's reality and issues concerning language use. While aware of these constraints, the teachers in this study remained positive in light of their achievements and what they see as possibilities for Guarani in light of its gained status as official language of Paraguay. The study also examined the language ideologies expressed by teachers regarding the type of Guarani to be used for instruction. An analysis of authoritative and internally persuasive discourses on the varieties of Guarani used for instruction revealed that most participants considered issues language variation and language use secondary vis-a-vis more pragmatic implementation issues. Finally, the study examined the Discourse models expressed by teachers regarding


References
    ^ When policy becomes practice: Teachers' perspectives on official bilingualism and the teaching of Guarani as a second language in Paraguay. (revised Mar 2020)

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