Identidad nacional y educación bilingue en el mundo hispano-hablante
Identidad nacional y educación bilingue en el mundo hispano-hablante
The relationship between language and identity, in particular national identity, is strong and important. It has led to the formulation of policies both denying linguistic rights as well as recognising and promoting them on the part of governments and politicians. In this article I examine how educational policy and practice reflects the objectives of governments in creating national identity. In particular I explore the fortunes of linguistic minorities in terms of their recognition in national education systems across the Spanish-speaking world. I look at Spain in detail, on the one hand, focussing on the post-Franco policies in the linguistic minority communities, and at certain Latin American states (Mexico, Peru, Bolivia), on the other, where the existence of indigenous minorities is a constant challenge for the creation of (homogeneous) post-colonial nation-states. I start with a review of the more general issues relating to language and education in multilingual societies, and, in particular, the role and power of language in education systems, looking at the different models of bi(multi)lingual education and their potential achievements.
79-97
Mar-Molinero, Clare
07b0f9ce-15ba-443a-896f-708327bb4e0c
2001
Mar-Molinero, Clare
07b0f9ce-15ba-443a-896f-708327bb4e0c
Mar-Molinero, Clare
(2001)
Identidad nacional y educación bilingue en el mundo hispano-hablante.
Revista de Educación, 326, .
Abstract
The relationship between language and identity, in particular national identity, is strong and important. It has led to the formulation of policies both denying linguistic rights as well as recognising and promoting them on the part of governments and politicians. In this article I examine how educational policy and practice reflects the objectives of governments in creating national identity. In particular I explore the fortunes of linguistic minorities in terms of their recognition in national education systems across the Spanish-speaking world. I look at Spain in detail, on the one hand, focussing on the post-Franco policies in the linguistic minority communities, and at certain Latin American states (Mexico, Peru, Bolivia), on the other, where the existence of indigenous minorities is a constant challenge for the creation of (homogeneous) post-colonial nation-states. I start with a review of the more general issues relating to language and education in multilingual societies, and, in particular, the role and power of language in education systems, looking at the different models of bi(multi)lingual education and their potential achievements.
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Published date: 2001
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La relación entre la lengua y la identidad, en particular la identidad nacional, es fuerte e importante. Ha conducido a la formulación de políticas encaminadas tanto a negar los derechos lingüísticos como a reconocerlos y promoverlos por parte de gobiernos y políticos.
En este artículo examinaré cómo las políticas y prácticas educativas reflejan los objetivos de los gobiernos en cuanto a la construcción de naciones. En particular, será necesario examinar el destino de las minorías lingüísticas en cuanto a su reconocimiento en los sistemas educativos nacionales en el caso de naciones como España, ya que la existencia de comunidades minoritarias dentro del terreno nacional ha constituido un reto constante para la creación de un Estado-nación homogéneo. Primero examinaré los asuntos más generales relacionados con la lengua y la educación en sociedades multilingües y en particular, el poder de la lengua en los sistemas educativos así como los modelos de educación bilingüe, sus objetivos y logros.
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Local EPrints ID: 37852
URI: http://eprints.soton.ac.uk/id/eprint/37852
ISSN: 0034-8082
PURE UUID: 7145f68b-febe-4698-82b6-bf9d62bf82e6
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Date deposited: 26 May 2006
Last modified: 15 Mar 2024 08:02
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