How Educational Intercultural Bilingualism has shaped indigenous people language learning in Mexico: Decolonial challenges

Xushan Wei

doi:10.54475/jlt.2023.003

Authors

Xushan Wei University of Durham https://orcid.org/0000-0003-1260-9035

DOI:

https://doi.org/10.54475/jlt.2023.003

Keywords:

language learning, Mexico, Educational Intercultural Bilingualism (EIB), indigenous people, decolonization

Abstract

Educational Intercultural Bilingualism (EIB), this approach to language education in multi-ethnic integration countries has received attention from a wide range of experts and scholars. This is because the right to be educated in one's mother tongue and to speak a dialect based on indigenous people often does not coexist with the official language of cultural identity at the national level. Better inclusion and valuing the place of indigenous people in the national cultural identity makes language education a social movement for equity and adaptation progress.

This paper will focus on the EIB in Mexico, through a multi-level analysis of the historical processes and challenges encountered in language education for indigenous populations decolonization. The richness of Mexico's linguistic diversity and changing social relations will be useful in helping to build on-board experience in language teaching around the world.

Author Biography

Xushan Wei, University of Durham

Xushan Wei is an MA in Education graduate from the School of Education, Durham University, United Kingdom. Her research interests include the study of pedagogical concepts and the study of international language education. She has a particular interest in educational issues in the international context. She has worked on a study of Kazakhstan students' language learning and intercultural adaptation during their study in China, and the articles had been published in. various academic journals.
Email: weixushan2020@163.com

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