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Teachers, textbooks, and orthographic choices in Quechua: comparing bilingual intercultural education in Peru and Ecuador across decades
16 references·2 citing·40 second hop
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this work references cited by second hop

References

  • 2013Translanguaging3,822 cited
  • 2010Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?2,199 cited
  • 1983The Spoken Word and the Work of Interpretation836 cited
  • 2012Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens819 cited
  • 2006Saving languages an introduction to language revitalization752 cited
  • 1995Power and Inequality in Language Education458 cited
  • 2007Spelling and Society432 cited
  • 1984"In Vain I Tried to Tell You": Essays in Native American Ethnopoetics367 cited
  • 1994the “real” Haitian Creole: ideology, metalinguistics, and orthographic choice278 cited
  • 1988Bilingual Education and Language Maintenance272 cited
  • 1994Writing Without Words246 cited
  • 2001Language Revitalization Processes and Prospects218 cited
  • 2000Bilingual Education Policy and Practice in the Andes:Ideological Paradox and Intercultural Possibility200 cited
  • 1986Native South American Discourse169 cited
  • 2007Linguistics in a Colonial World142 cited
  • 2002Growing up monolingual in a bilingual community: The Quichua revitalization paradox

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123 cited

Cited by

  • 2019Three Multilingual Dynamics of Indigenous Language Use that Challenge Standardized Linguistic Assessment7 cited
  • 2021Ideological and implementational spaces in Covid-era language policy and planning6 cited