![](https://kellogg.nd.edu/sites/default/files/styles/image_text_photo_normal/public/page_builder/STLILLA2.png?itok=UnNHuhv9)
Proceedings of the Second Symposium on Teaching and Learning Indigenous Languages of Latin America
The 2011 Symposium for Teaching and Learning Indigenous Languages of Latin America (STLILLA) was the second in a series of symposia organized on behalf of the Association for Teaching and Learning Indigenous Languages of Latin America (ATLILLA). The Kellogg Institute for International Studies at the University of Notre Dame hosted STLILLA-2011 in collaboration with partner institutions. Professor Sabine MacCormack served as the principal conference organizer. Kellogg Institute Associate Director Sharon Schierling served as co-organizer. Serafin Coronel-Molina, President of ATLILLA and principal organizer of STILLA 2008, also actively collaborated in the organization of the 2011 symposium.
These proceedings are dedicated to the memory of Sabine G. MacCormack (1941–2012). Organizing STLILLA-2011 was a labor of love for Sabine, who passed away unexpectedly not long after realizing her dream of a gathering of scholars and experts, indigenous and not, from across the Americas. Sabine was a brilliant scholar, a passionate teacher, an inspirational mentor, an infinitely generous colleague, and an extraordinary human being with a great love for indigenous cultures and languages. Touching many lives in many places, she will be sorely missed.
Table of Contents
Panel 1: The Influence of Ideologies and Attitudes on Quechua People and Culture
Panel 2: Profesionalización y formación de docentes indígenas en México
Panel 3: Experiencias y propuestas para el mejoramiento de la enseñanza de la lengua maya
Panel 4: Endangered Language Documentation for the Development of Teaching Materials
Panel 5: Literature and History in Colonial Latin America
Panel 6: Using Technology in Indigenous Language Pedagogy
Panel 7: Linguistics and Language Acquisition in Indigenous Language Learning
Panel 8: Language Revitalization, Documentation and Language Ideologies
Panel 9: Curriculum Design and the Development of Teaching Materials for Indigenous Language Pedagogy
Panel 10: José Teofilo Armacanqui Association for Studying and Promoting the Runasimi (Quechua) Language ± Husiy Tiuhuilu
Armakanki, Quñurikuynin, Runasimita Yachanapaq Chaymanta Qaypachinapaq (Htaryq)
Panel 11: Indigenous Language Learning and Revitalization in Brazil
Panel 12: El rol de la educación en la continuación de la identidad
Panel 13: The Role of Policy in Language Maintenance, Revitalization and Learning
Panel 14: Documentation and Revitalization of Indigenous Languages Across the Americas
Panel 15: Documentation and Revitalization Efforts for Severely Endangered Indigenous Languages
Panel 16: Mapudungún Pedagogy and Policy in Chile and Argentina
Panel 17: Current Trends in Quechua Pedagogy
Panel 18: Alternative Approaches to Language Revitalization
Panel 19: Actitudes lingüísticas de los agentes de aprendizaje del maya en el contexto yucateco actual
Panel 20: Intercultural Bilingual Education in Peru
Panel 21: The Indiana University Inga Resource Center: A Work in Progress
Panel 22: Teaching Local Meaning in the Andes and Amazon Field School
Interactive Workshop: Oxlajuj Aj, Twenty-Five Years of Kaqchikel Mayan Language and Culture
Round Table: Yachay Q'ipikuna, Proyecto para promover idioma y cultura indígena en aula
Keynote Presentation: Dr. Demetrio Cojtí Cuxil
Keynote Presentation: Graciela Huinao, poetry reading
Partners
National Science Foundation, Documenting Endangered Languages (DEL) Program
Ford Foundation-Latin American Studies Association (LASA) Special Projects
Consortium of Latin American Studies Programs (CLASP)
Indiana University:
- Center for Latin American and Caribbean Studies
- Department of Literacy, Culture, and Language Education, School of Education
The Ohio State University, Center for Latin American Studies
San Diego State University, Center for Latin American Studies
Tulane University, Roger Thayer Stone Center for Latin American Studies
University of Chicago, Center for Latin American Studies
University of Florida, Center for Latin American Studies
University of Notre Dame:
- Center for the Study of Languages and Cultures
- Department of Romance Languages and Literatures
- Helen Kellogg Institute for International Studies
- Institute for Latino Studies
- Institute for Scholarship in the Liberal Arts (ISLA)
- Office of Research
- Office of the Vice President and Associate Provost for Internationalization
- The Worldview Initiative, Office of the President, University of Notre Dame
University of Pittsburgh, Center for Latin American Studies
University of Wisconsin, Latin American, Caribbean and Iberian Studies Program
Vanderbilt University, Center for Latin American Studies
Special Thanks
Both the conference and this volume are the result of the hard work and dedication of many people. Our profound gratitude goes to all the participants in this event, the panel and workshop organizers and chairs, our partner institutions and parent association, ATLILLA, and to all the cosponsors, within and outside Notre Dame. The success of this event was also due to the behind-the-scenes contributions and administrative support of the Kellogg Institute staff. In particular, we owe a special debt of gratitude for the many, many hours of work by three dedicated project assistants, without whom this project would not have been possible:
Daniel E. Colón, Notre Dame PhD '10 and currently (at the time of this publication) Director of Undergraduate Studies and Clinical Assistant Professor of Spanish, Catholic University
Katy Kole, Notre Dame MA '12 and currently (at the time of this publication) doctoral candidate in Latin American history at Notre Dame
Leonor Wangensteen-Moya, Notre Dame BA '03, MA '09, Kellogg Institute special projects assistant and Adjunct Assistant Professional Specialist in the Department of Romance Languages and Literatures at Notre Dame
Panels
Panel 1: The Influence of Ideologies and Attitudes on Quechua People and Culture
Leonardo M. Martínez-Acchini
Universidad Mayor de San Andrés, Bolivia
“From Pachamama and Kharisiri to Quechuas, Cambas and Collas: Hybrid Identities in Rural Lowland Bolivia”
Odi Gonzáles Jiménez
New York University
“Corrupción y arbitrariedades en la enseñanza del quechua”
Lelia Inés Albarracín & Jorge Ricardo Alderetes
Asociación Investigadores en Lengua Quechua, Argentina
“La ideología del silenciamiento: cómo acallar una lengua asimilando la exclusión a lo poético”
Margarita Huayhua
Rutgers University
“Quechua as Instrument of Domination in the Southern Andes”
Panel 2: Profesionalización y formación de docentes indígenas en México
Edgar Yesid Sierra Soler
Dirección General de Educación Indígena, México
“Co-construcción de políticas educativas por y para maestros de Educación Indígena”
Francisco Urrutia de la Torre, et al.
Centro de Estudios Educativos, A. C. México
“Los asesores técnico-pedagógicos como promotores de la mejora continua con base en estándares para la educación básica”
Panel 3: Experiencias y propuestas para el mejoramiento de la enseñanza de la lengua maya
Martiniano Pérez Angulo & Pat Medina Rocío
Universidad Intercultural Maya de Quintana Roo, México
“El aprendizaje de la lengua maya en la UIMQROO, visto como una lengua extranjera”
Ángel Abraham Ucán Dzul & José Eduardo Montalvo Pool
Universidad Intercultural Maya de Quintana Roo, México
“La enseñanza de la lengua maya en la UIMQRoo: Retos y Acciones”
Miguel Oscar Chan Dzul & Irma Yolanda Pomol Cahum
Universidad de Oriente, Valladolid, Yucatán, México
“Programa de formación continua en lengua maya: Diplomado en Lengua Maya 2010-2011”
Panel 4: Endangered Language Documentation for the Development of Teaching Materials![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl6.jpg?itok=CGewjh0N)
Femmy Admiraal
Universität Leipzig - Institut für Linguistik, Germany
“Elaborating Teaching Materials for Baure: When Teachers Are Learners”
Jill M. Hallett
University of Illinois
“It’s a Special Kind of Frog: Co-creating Teaching Materials for the Q’anjob’al in Diaspora”
Ana Kondic
University of Sydney, Australia and Université Lumière Lyon 2, France
“South Eastern Huastec (Mayan, Mexico): The First Teaching Materials Ever”
Panel 5: Literature and History in Colonial Latin America
Ezekiel G. Stear & Ofelia Cruz Morales
University of Kansas, Universidad de Zacatecas
“Otros cultivos en Chicontepec: Una mujer nahua y profesional se enfrenta con cambios económico en la región de la Huasteca”
José Anadón
University of Notre Dame
“Obispo Villarroel, proindígena”
Panel 6: Using Technology in Indigenous Language Pedagogy![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl3.jpg?itok=ZZJoBNw6)
Pedro D. Cardona Fuentes, Ewald F. Hekking Sloof & Roberto A. Núñez López
Universidad Autónoma de Querétaro, México
“YAAK: Plataforma en línea para la enseñanza-aprendizaje y difusión de lenguas indígenas de México”
Panel 7: Linguistics and Language Acquisition in Indigenous Language Learning
Ivonne Heinze Balcazar
California State University Dominguez Hills
“The Borrowing Patterns of Three Kaqchikel Maya Generations and Their Implications for the Teaching of Indigenous Languages”
Susan E. Kalt
Boston College
Bacilio Pomaina Pilamunga
Escuela de Gobierno y Políticas Públicas de Chimborazo, Ecuador
“Formas y metodologías de Kawsaypak Yachay, en las comunidades de Ocpotes de la Porroquia Sicalpa, Canton Colta, Provincia de Chimborazo”
Panel 8: Language Revitalization, Documentation and Language Ideologies![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl5.jpg?itok=rz_34QJv)
Ajb'ee Jiménez
Universidad Rafael Landívar, Guatemala City and Huehuetenango, Guatemala
“Epistemología y revitalización de los idiomas Mayas: La reconstrucción de significados”
Panel 9: Curriculum Design and the Development of Teaching Materials for Indigenous Language: Pedagogy Examples from Mexico
Saúl Santos García
Universidad Autónoma de Nayarit, México
“La enseñanza del idioma wixárika (huichol) como Lengua Nacional Minoritaria”
Panel 10: José Teofilo Armacanqui Association for Studying and Promoting the Runasimi (Quechua) Language ± Husiy Tiuhuilu Armakanki, Quñurikuynin, Runasimita Yachanapaq Chaymanta Qaypachinapaq (Htaryq)
Melina Lozano
University of Wisconsin–Platteville
“The Convergence of Literacy and Oral Tradition in the Bilingual Runasimi Reading and Writing Workshops in South Central Peru”
Panel 11: Indigenous Language Learning and Revitalization in Brazil
Maria Suelí de Aguiar
Universidade Federal de Goiás, Brazil
“Nukiní: the Language and the Self-Esteem of a People”
Helena Guerra Vicente & Walkíria Neiva Praça
Universidade de Brasília, Brazil
“The Grammatical Expression of Politeness in Tapirapé”
Panel 12: El rol de la educación en la continuación de la identidad![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl7.jpg?itok=bpp0DORK)
Gerónimo R. Can Tec
Academia Municipal de Lengua Maya Itzamná, Mérida, Yucatán, México
“Educación en y desde la lengua maya: Dejando a un lado los prejuicios en busca de los beneficios”
Panel 13: The Role of Policy in Language Maintenance, Revitalization and Learning
Hana Muzika Kahn
Temple University
“Language, Literacy and Maintenance of Oral Tradition in a Kaqchikel Maya Community: Preliminary Report”
Geny Gonzáles Castaño, Esteban Díaz Montenegro & Tulio Rojas Curieux
Universidad del Cauca, Colombia
“Namoi nam trik pesenamitan: Reflexiones sobre el proceso de revitalización de la lengua nam trik de Totoró, Cauca, Colombia”
Christina Abreo
Director of the Latino Apostolate, St. Anna’s Episcopal Church New Orleans, Louisiana
Panel 14: Documentation and Revitalization of Indigenous Languages Across the Americas![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl8.jpg?itok=HhPClgMQ)
Bénédicte S. Pivot
Language Dynamics Research Group (DDL), Université Lyon 2, France
“¿Qué didáctica para una lengua tesoro? El caso de la revitalización de la lengua rama de Nicaragua.”
Yuki Tanaka
Southern Illinois University, Carbondale
“Exploring a Heritage Language: Linguistic Ideologies, Identity, and Revitalization of Belizean Mopan”
Panel 15: Documentation and Revitalization Efforts for Severely Endangered Indigenous Languages![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl9.jpg?itok=CHAAyHGR)
Lorena Cordova Hernández
Centro de Investigaciones y Estudios Superiores en Antropología Social, D. F., México
“Ideologías y actitudes en contextos de multilingüismo pasivo: la revitalización de la lengua chuj en México”
Eduardo J. Tabares
Universidad Central de Venezuela
“Evaluación preliminar del grado de vitalidad de la lengua baniva del Estado Amazonas en Venezuela”
Pedro Ovio Plaza Martínez
PROEIB Andes and Universidad Mayor de San Simón, Bolivia
“Tabuybula ‘nuestra lengua’: La enseñanza del yuracaré como segunda lengua en un programa de revitalización lingüística y cultural”
Jeyni González & Francia Medina
Universidad Central de Venezuela, Caracas, Venezuela
"Diversidad cultural y lingüística de Venezuela: registro y revitalización de lenguas minoritarias"
Panel 16: Mapudungún Pedagogy and Policy in Chile and Argentina
Tulio F. Cañumil
Equipo de Educación Mapuche Wixaleyiñ
Universidad de San Martín, Argentina
“Enseñanza del idioma mapuche como segunda lengua: El plan de trabajo de la Agrupación Wixaleyiñ”
Elizabeth J. Quintrileo Llancao
Universidad de Concepción, Chile
“The Importance of Technology in the Revitalization of Indigenous Languages from Chile”
Panel 17: Current Trends in Quechua Pedagogy![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl10.jpg?itok=_JbI2P87)
Anna M. Saroli
Acadia University, Canada
“Developing Reading and Writing Skills for Quechua/Spanish-Speaking Students in Rural Peru through the Production of Stories, Poetry and Songs”
Panel 18: Alternative Approaches to Language Revitalization
Emily Tummons, Robert Henderson & Peter Rohloff
University of Kansas; University of California, Santa Cruz; Brigham and Women's Hospital and Children's Hospital, Boston
“Language Revitalization and the Problem of Development in Guatemala: Case Studies from Health Care”
Adriana Roque Corona
Centro de Investigaciones y Estudios Superiores en Antropología Social (CIESAS), D.F., México
“Importancia de la recuperación de la numeración en la revitalización lingüística del hñahñu (México)”
Panel 19: Actitudes lingüísticas de los agentes de aprendizaje del maya en el contexto yucateco actual![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl11.jpg?itok=AWsYSfo7)
H. Antonio García Zúñiga & José Consepción Cano Sosaya
Instituto Nacional de Antropología e Historia, Centro Yucatán, Mexico
“Actitudes lingüísticas de los agentes de aprendizaje del maya en el contexto yucateco actual”
José Eduardo Montalvo Pool & Ángel Abraham Ucán Dzul
Universidad Intercultural Maya de Quintana Roo, México
“Uso de las NTs o TICs en la enseñanza de la lengua maya en la UIMQRoo”
Venancia Coh Chuc
Universidad Intercultural Maya de Quintana Roo, México
“Enseñando maya yucateco a través del inglés y visceversa”
Panel 20: Intercultural Bilingual Education in Peru
Julieta Zurita Cavero
Universidad Mayor de San Simón, Bolivia
“El enfoque cultural comunicativo y textual en la enseñanza del quechua como segunda lengua”
Martina Tonet
University of Stirling, United Kingdom
“Intercultural Bilingual Education (IBE): To Whom Does It Belong in the Peruvian Andes?”
Vidal C. Carbajal Solís
Universidad Nacional Mayor de San Marcos, Perú
“Política de planificación lingüística en Educación Intercultural Bilingüe, Apurímac, Perú: un desafío”
Carina López Matencio
Dirección Regional de Educación de Apurímac, Perú
“Investigación de saberes locales para la aplicación de un currículo intercultural en aula: voz y deseo para una Educación Intercultural de calidad”
Panel 21: The Indiana University Inga Resource Center: A Work in Progress
John H. McDowell
Indiana University
“Conceptualizing an Inga Reader: From Story Spoken to Story Read”
Panel 22: Teaching Local Meaning in the Andes and Amazon Field School
Janis B. Nuckolls
Brigham Young University
“Ideophones in Bodily Experiences in Pastaza Quichua (Ecuador)”
Interactive Workshop: Oxlajuj Aj, Twenty-Five Years of Kaqchikel Mayan Language and Culture![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/stl13.jpg?itok=5eanD2LE)
Ixq’anil Judith M. Maxwell, Ixq’uq’ Regina Cuma Chávez & Ixnal Ambrocia Cuma Chávez
Tulane University and Centro de Cultura y Arte Maya, Guatemala
“Oxlajuj Aj, 25 años de enseñanza del kaqchikel (idioma maya de Guatemala)”
Round Table: Yachay Q'ipikuna, Proyecto para promover idioma y cultura indígena en aula
Susan E. Kalt
Boston College & Roxbury Community College
“Introduction to Round Table: Yachay q'ipikuna, proyecto para promover idioma y cultura indígena en aula”
Martin Castillo Collado & María del Carmen Bolivar
University of Michigan at Ann Arbor; Asesora pedagógica independiente
“Yachay Q’ipi, proyecto para promover idioma y cultura indígena en aula”
Hipólito Peralta Ccama
Dirección Regional de Educación, Cusco, Perú
“El área de educación religiosa del Diseño Curricular Nacional (DCN) y la Educación Intercultural Bilingüe (EIB)”
Jaime Aráoz Chacón
Institución Educativa "Alejandro Velasco Astete," Cusco, Perú
“Arte indígena inka en la escuela de hoy…Kawsayninchispiqa ima ruwaypas munayllanchismi…”
María Cristina Parackahua Arancibia
Centro de Educación Alternativa Azari, Sucre, Bolivia
“Resistencia de padres y docentes contra la Educación Intercultural Bilingüe (EIB) y cómo vencerla”
Keynote Presentations![](http://www.kellogginstitute.org/sites/www.kellogginstitute.org/files/styles/medium/public/imce/Keynote.jpg?itok=Par48uGf)
Demetrio Cojtí Cuxil
Former Deputy Viceminister of Education, Guatemala
“El desarrollo socioeconómico contra el desarrollo de los idiomas indígenas”
Graciela Huinao
Mapuche-Williche writer, Nación Mapuche, Southern Chile
"Like a Bird, My Words Flew: A Poetry Reading"