Hornberger Nancy H. Indigenous Literacies in the Americas: Language Planning from the Bottom up

De Gruyter Mouton, 1996. — 400 p.This volume brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.Indigenous literacies in the Americas
North America
Teaching and preserving Yup’ik traditional literacy
Ciulistet and the curriculum of the possible
Reclaiming Navajo: Language renewal in an American Indian community school
Literacy for what? Hualapai literacy and language maintenance
Language revitalization efforts in the Pueblo de Cochiti: Becoming “literate” in an oral society
Meso America
Language preservation and publishing
Experiences in the development of a writing system for Ñuu Savi
Saving and strengthening indigenous Mexican languages: The CELIAC experience
Mayan language literacy in Guatemala: A socio-historical overview
South America
Quechua literacy and empowerment in Peru
Literacy and modernization among the Quechua speaking population of Peru
An experience of indigenous literacy in Peru
Indigenous politics and native language literacies: Recent shifts in bilingual education policy and practice in Ecuador
Attitudes of teachers, children and parents towards bilingual intercultural education
Bringing the language forward: School-based initiatives for Quechua language revitalization in Ecuador and Bolivia
To Guaranize: A verb actively conjugated by the Bolivian GuaranisLanguage planning from the bottom up
Afterword
Local literacies and vernacular literacies: Implications for national literacy policy