Contextos, metodologías y duplas pedagógicas en el Programa de Educación Intercultural Bilingüe en Chile: una evaluación crítica del estado del debate

Abstract

Twenty years after the implementation of The Intercultural Bilingual Education Program (IBEP) in Chile, the country still does not have a systematic body of research to address the challenges involved in teaching indigenous languages in schools. In this critical essay, I review a number of sociolinguistic studies about the situation of indigenous languages in Chile, along with studies about the IBEP. I present a critical review of three aspects that are relevant to the teaching of indigenous languages in the IBEP: (a) the contexts in which these programs are implemented, (b) indigenous language teaching methodologies, and (c) teacher and indigenous teacher aids partnerships. I discuss the gaps and inconsistencies in the academic debate, which illustrate the lack of attention to the bilingual component of the program, as well as the absence of dialogue among scholars interested in this type of policy. I argue that the lack of attention to these three aspects has limited understanding of the challenges and opportunities the IBEP presents for the teaching of indigenous languages in schools. I conclude by suggesting possible lines of research.

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