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Growing up monolingual in a bilingual community: The Quichua revitalization paradox
Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
2002 (English)In: Language in society (London. Print), ISSN 0047-4045, Vol. 31, no 5, 721-742 p.Article in journal (Refereed) Published
Abstract [en]

The present investigation concerns language ideology and language practices in relation to a language shift - from Quichua-Spanish bilingualism to Spanish monolingualisin - that seems to be under way. The analyses are based on fieldwork in an Ecuadorian sierra community characterized by ethnic revitalization. Among adult comuneros, the vernacular is seen as an essential part of their Indian cultural heritage. In the children's daily lives, the adults, particularly women and the elderly, speak Quichua among themselves, yet children are not addressed in the vernacular by either parents or elder siblings, and those under 10 years of age are generally more or less monolingual in Spanish. The paradoxical mismatch between ideology and daily practices - the ethnic revitalization paradox - is analyzed in light of Quichua speaking practices in intergenerational encounters, and in children's play dialogues. Ultimately, being Quichua means something different to members of each generation.

Place, publisher, year, edition, pages
2002. Vol. 31, no 5, 721-742 p.
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-47839DOI: 10.1017/S0047404502315033OAI: diva2:268735
Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2011-01-13

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Aronsson, Karin
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Faculty of Arts and SciencesDepartment of Child Studies
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Language in society (London. Print)
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