Bilingual Education and Language Maintenance (Topics in Sociolinguistics): A Southern Peruvian Quechua Case (Topics in Sociolinguistics, 4)

The Hymn to Hermes, while surely the most amusing of the so-called Homeric Hymns, also presents an array of challenging problems. In just 580 lines, the newborn god invents the lyre and sings a hymn to himself, travels from Cyllene to Pieria to steal Apollo's cattle, organizes a feast at the river Alpheios where he serves the meat of two of the stolen animals, cunningly defends his innocence, and is finally reconciled to Apollo, to whom he gives the lyre in exchange for the cattle. This book provides the first detailed commentary devoted specifically to this unusual poem since Radermacher's 1931 edition. The commentary pays special attention to linguistic, philological, and interpretive matters. It is preceded by a detailed introduction that addresses the Hymn's ideas on poetry and music, the poem's humour, the Hymn's relation to other archaic hexameter literature both in thematic and technical aspects, the poem's reception in later literature, its structure, the issue of its date and place of composition, and the question of its transmission. The critical text, based on F. Càssola's edition, is equipped with an apparatus of formulaic parallels in archaic hexameter poetry as well as possible verbal echoes in later literature. Preface Acronyms PART ONE SCHOOLS, LANGUAGE AND COMMUNITY Chapter 1. SCHOOLS, LANGUAGE AND COMMUNITY: THE STUDY WITHIN ITS THEORETICAL AND METHODOLOGICAL FRAMEWORK Ethnography Sociology of Language Policy Case Study Summary and Overview Chapter 2. SCHOOLS, LANGUAGE AND QUECHUAS IN PERU: POLICY IN THE 1970S Education Reform National Bilingual Education Policy The Officialization of Quechua Chapter 3. SCHOOLS, LANGUAGE AND QUECHUAS IN PUNO Schooling in Puno in the Twentieth Century Rural Orientation Indigenous Language Orientation The Experimental Bilingual Education Project of Puno Model of Bilingual Education Project Activities The Project and Traditional Schooling in Puno Project Schools Institutional Links PART TWO LANGUAGE IN THE COMMUNITY Chapter 4. INDIVIDUAL, LANGUAGE AND COMMUNITY The Two Communities Individual, Language and Community Permanence Chapter 5. LANGUAGE IDEOLOGY IN THE COMMUNITY Quechua Devalued? Spanish Valued Multilingualism Valued Quechua Valued Varieties of Quechua Chapter 6. LANGUAGE USE IN THE COMMUNITY Ayllu and Non-ayllu Domains Mismatched Situations and the Comunidad Domain SPEAKING in Variable Language Use Contexts Codeswitching and Lexical Borrowing PART THREE LANGUAGE IN THE SCHOOL Chapter 7. THE COMMUNITY SCHOOLS Chapter 8. LANGUAGE USE IN THE NON-PEEB SCHOOL Pupil Language Use Teacher Language Use Written Language Use Chapter 9. LANGUAGE USE IN THE PEEB SCHOOL Written Language Use Teacher Language Use Pupil Language Use PART FOUR PLANNING FOR SCHOOLS, LANGUAGE AND COMMUNITY Chapter 10. QUECHUA LANGUAGE MAINTENANCE IN THE COMMUNITY Common Land, Work, Families, Fiestas Commuting, Assistance, Commodities, Accessibility Radio, District Fiesta School Prognosis Chapter 11. PEEB IN SCHOOL AND COMMUNITY PEEB and Pupil Participation Oral Participation Reading Writing Behavior and Discipline PEEB and Teacher Techniques Copying Arithmetic Phonology Routine and Discipline PEEB and the Community Chapter 12. BILINGUAL EDUCATION, LANGUAGE MAINTENANCE AND PLANNING Planning for Language Maintenance Schools and Language Maintenance APPENDICES Appendix 1 Language Use/Language History (LU/LH) Interview Guide Appendix 2 Inventory of Tapes Appendix 3 Glossary of Non-English Terms Appendix 4 Transcription and Orthography Appendix 5 School Language/Teacher Attitude (SL/TA) Questionnaire Appendix 6 Sample Pages from a Schoolchild’s Notebook REFERENCES General References PEEB Documents PEEB Texts and Guides Index of Names Index of Subjects Bilingual Education and Language Maintenance( A Southern Peruvian Quechua Case) Paperback NancyH.Hornberger WalterdeGruyter