TEACHING VERNACULAR LANGUAGE AS A SECOND LANGUAGE: PERUVIAN INDIGENOUS LANGUAGES IN L2 STATUS
DOI:
https://doi.org/10.15381/escrypensam.v19i38.13707Keywords:
Vernacular language, indigenous language, aboriginal language, native language, first language, second language, Intercultural Bilingual Education, Ministry of Education, revitalization.Abstract
In Peru, vernacular or indigenous languages do not always have a first language status (L1); rather, due to the status and progress of Spanish in diferent social situations, they may be in a second language status (L2). This linguistic situation is one of the challenges that the Peruvian Intercultural Bilingual Education (EIB) must face as this realistically does not consider its teaching and learning, or make a sociolinguistic diagnosis of their status. The purpose of this article is to provide a review of this sociolinguistic and educational reality barely studied. The arguments and data analysis are primarily deduced from the texts of Nila Vigil (2004; 2005). In this research, we present a general diagnosis of the various sociolinguistic environments where the vernacular language could be taught as L2. Subsequently, we list and analyze some linguistic varieties that have a second languages status. These belong to the Andes and the Amazon region; and many of which have gathered attention in school thanks to the efforts of certain experimental programs, while others need to be taught using second language methodologies. In this regard, this work notes that the Ministry of Education ignores the status and use of all these linguistic entities. Finally, we conclude that it is important to recognize the current status of vernacular languages and their education. In this connection, it is noted that revitalizing a second aboriginal language involves claiming and recovering the cultural richness native peoples have lost.
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