Цифровая грамотность и сохранение языка на примере языка сери (Мексика)
Аннотация
В этой статье описывается проект, который реализуется на северо-западе Мексики, в штате Сонора, совместно с сообществом индейского народа сери (Comcaac на языке сери), основанный на цифровых материалах и методах обучения грамоте, которые актуальны с культурной точки зрения и способствуют не только укреплению языка коренных народов в молодежной среде, но и распространению их культурных ценностей, практик и мировоззрения. Проект финансируется Национальным советом по науке и технологиям (CONAHCyT[1]), в своей деятельности он фокусируется на формировании горизонтальных связей между членами сообщества, преподавателями и учеными, а также создании мощной цифровой платформы с заданиями и интерактивными материалами, которые активно используются, создаются совместными усилиями на основе культурных ценностей этой уникальной этнической группы.
[1] Исп. Consejo Nacio nal de Humanidades, Ciencias y Tecnologías – Национальный совет по науке и технологиям – децентрализованное государственное учреждение федерального правительства Мексики, отвечающее за продвижение научной и технологической деятельности, разработку государственной политики в этих вопросах и предоставление стипендий для обучения в аспирантуре. Прим. ред.
Скачивания
Литература
Bennett Ruth, Mattz Pam, Jackson Silish, Campbell Harold. (1999). The Place of Writing in Preserving an Oral Language. En Revitalizing Indigenous Languages. Jon Reyhner, Gina Cantoni, Robert N. St. Clair, Evangeline Parsons Yazzie (eds.). Flagstaff, Arizona: Northern Arizona University. 84-102.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters
Catalogue of Endangered Languages. 2021. University of Hawaii at Manoa.http://www.endangeredlanguages.com
Comisión Nacional para el Desarrollo de los Pueblos Indígenas (n.d.), Índice de reemplazoLingüístico, Retrieved on January 8th, 2020, from https://www.gob.mx/cms/uploads/attachment/file/35730/cdi-indice-reemplazoetnolinguistico.pdf
Council of Europe (2020), Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg, available at www.coe.int/lang-cefr.
Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Dietz, Gunther (2009). Multiculturalism, Interculturality and Diversity in Education: ananthropological approach. Münster, New York, München & Berlin: Waxmann
Eberhard, David M., Gary F. Simons, and Charles D. Fennig (eds.). (2021). Ethnologue: Languages of the World. Twenty-fourth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com.
Feltes, J. M. (2017). Metodologías pedagógicas para el desarrollo de las habilidades del -bilingüismo, la biliteracidad y la comprensión intercultural en dos o más lenguas nacionales. México: INEE.
Fishman, J. (2013) Language maintenance, language shift, and reversing languages shift. In Bhatia, T. K. y Ritchie W. (Eds), The Handbook of Bilingualism and Multilingualism. Malden: Malden, MA: Wiley-Blackwell, 466-494.
Grenoble, L. A y L. J. Whaley (2005). Saving Languages. An Introduction to Language Revitalization. Cambridge: Cambridge University Press.
Hamel, R. E. (2016) Bilingual education for indigenous peoples in Mexico. En O. García et al. (eds.),Bilingual and Multilingual Education, Encyclopedia of Language and Education. Cham, Suiza: Springer, pp. 395-407. DOI 10.1007/978-3-319-02324-3_30-2n.
Hinton Leanne (2015) “What counts as a ‘success’ in language revitalization?” Video de Youtube, https://www.youtube.com/watch?v=qNlUJxri3QY&t=181s
Hornberger, N. H. y King, K. A. (1996). Bringing the language forward: School-based initiative for Quechua language revitalización in Ecuador and Bolivia. En Hornberger, N. H. Indigenous Literacies in the Americas. Language Planning from the Bottom up. Berlin: Mouton de Gruyter, 299-320.
INEE (2014). Comca’ac, Desemboque de los Seris, Pitiquito, Sonora. Consulta previa, libre einformada a pueblos y comunidades indígenas sobre la evaluación educativa. México
Johnson, G. M. (2016). Technology use among Indigenous adolescents in remote regions of Australia. International Journal of Adolescence and Youth, 21(2), 218-231.
Johnson, G. M., & Oliver, R. (n.d.). Small Screen Technology Use among Indigenous Boarding School Adolescents from Remote Regions of Western Australia. Perth, Western Australia.
Juanita L. Watters. (2008). Ownership through knowledge: Introducing a hands-on literacy method to indigenous people of Mexico. Santa Barbara papers in Linguistics. Volume 18: Proceedings from the Ninth Workshop on American Indigenous Languages
Kaplan, R. B., Baldauf, R. B., & Kamwangamalu, N. (2011). Why educational language plans sometimes fail. Current Issues in Language Planning, Vol. 12. No. 2, 105–124.
Li, K. Y., Zahiri, M. A., & Jumaat, N. F. (2020). Understanding Digital Media Literacy in a DigitalAge: A Review of Current Frameworks. International Journal of Psychosocial Rehabilitation, 24(05), 1010-1015.
Manuela Guilherme & Gunther Dietz (2015) Difference in diversity: multiple perspectives onmulticultural, intercultural, and transcultural conceptual complexities, Journal ofMulticultural Discourses, 10:1, 1-21, DOI: 10.1080/17447143.2015.1015539
Marlett, S. A. (2010). A place for writing: Language cultivation and literacy in the Seri community.Revue Roumaine de Linguistique 55(2). 183-194
Marlett, S. A. 2020. A bibliography for the study of Seri history, language and culture. Tucson AZ: SIL. http://www.mexico.sil.org/resources/archives/53261
Miranda-Villanueva, O. M. (2020). What Undergraduate Students from Tecnologico deMonterrey, State of Mexico Campus, Learn within Digital Environments. Differences in Gender, and use of Digital Media, and Social Media. Nordic Journal of Digital Literacy, 15(1), 24-37.
Miranda, O. et. Al. (2023). Diagnóstico de la interacción de profesores,estudiantes, niñas, niños, adolescentes y hablantes delengua Seri de Punta Chueca, Sonora, con mediosdigitales. Unpublished report.
Müfin S. (2007) The Semiotic Approach and Language Teaching and Learning. In Journal of Language and Linguistic Studies 3(1). Cognizance Research Associates
Online ISSN: 1305-578X
Nigh, R. and Bertely, M. (2018) Conocimiento y educación indígena en Chiapas, México: un método intercultural. Indigenous Knowledge and Education in Chiapas, Mexico: An Intercultural Method. In Diálogos sobre educación. Temas actuales en investigación educativa, vol. 9, núm. 16, pp. 1-22, 2018. Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades. Retrieved from: https://www.redalyc.org/journal/5534/553457901003/html/
O’Meara, Carolyn (compiler). (2015). Comcaac coiziixquihiticöipactojxah, ziixquihocoaajxahHai quihptiimmistajcoiiicp hac. Instituto de Investigaciones Filológicas, UNAM. (Compilation of texts in the Seri language with an introduction in Spanish)
Outakoski, H. et al. (2019). Researching Writing Development to Support Language Maintenanceand Revitalization: Design and Methodological Challenges. En: Cocq, C. y Sullivan, K. P. H (eds.).Perspectives on Indigenous Writing and Literacies. Leiden: Brill, pp. 165-185.
Piller, I. (2011). Intercultural communication: A critical approach. Edinburgh, UK: EUP.
Prayaga, P., Rennie, E., Pechenkina, E., & Hunter, A. (2017). Digital Literacy and Other FactorsInfluencing the Success of Online Courses in Remote Indigenous Communities. In J. Frawley,S. Larkin, & J. Smith, Indigenous Pathways, Transitions and Participation in Higher Education. From Policy to Practice (pp. 189-210). Singapore: Springer Open.
Richards, J. (2006) Communicative Language Teaching Today. New York. CUP.
Risager, K. (2011). The cultural dimensions of language teaching and learning. Language Teaching, 44, 485–499. https://doi.org/10.1017/S0261444811000280
Rodríguez-de-Dios, I., Igartua, J., & González-Vázquez, A. (2016). Development and Validation of a Digital Literacy Scale for Teenagers. Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (pp. 1067-1073).New York: ACM.
Samuel-Azran, T. (2012). The Mobile Phone and Indigenous Teens: A Comparative Analysis ofBedouin and Tel-Aviv Teens. Journal of Intercultural Communication Research, 41(2), 153-171.
UNESCO (Grupo especial de expertos sobre las lenguas en peligro). (2003). “Vitalidad y peligro dedesaparición de las lenguas”. Paris: UNESCO
UNESCO, 2020. Declaración de los Pinos (Chapoltepek). Construyendo un decenio de acción para las lenguas indígenas. https://www.cultura.gob.mx/dgai/descargas/los-pinos-chapoltepek.pdf
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
Woolhiser, C. (2007). Communities of practice and linguistic divergence: Belarusophone studentsas agents of linguistic change. Harvard Ukranian Studies. Vol. 29, No. 1/4, pp, 371-404.
