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In:Aspects of Latin American Spanish Dialectology: In honor of Terrell A. Morgan
Edited by Manuel Díaz-Campos and Sandro Sessarego
[Issues in Hispanic and Lusophone Linguistics 32] 2021
► pp. 227–240

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Chapter 10
Language policy and education in Peru

The central role of language ideologies in recent studies

 | Princeton University
Published online: 12 January 2021
DOI logo with link
https://doi.org/10.1075/ihll.32.10arn
Abstract
This chapter presents a state of the art in language policy and education in Peru, focusing on the importance of language ideologies when designing and applying policy. Within the Peruvian context, I have selected three works published in the last decade to give an account of certain common beliefs behind the decision-making of the government and other institutions regarding language in education. Next, based on some of the ideologies presented by these scholars, I reflect both on the progress and the challenges that policy-makers still need to face to create deep and long-lasting change. If we do not discuss underlying language ideologies in the educational and academic spheres and analyze them critically in order to contest their biased and discriminatory nature, they might change but popular mentalities will not.
Article outline
  • 1.Introduction
  • 2.Works on language ideologies in language planning and education
    • 2.1The inevitability of a standard language ideology in Peruvian education
    • 2.2Language policy and planning in Quechua
    • 2.3Education as an instrument of social differentiation
  • 3.Language policy, education and ideology today: Progress and challenges
    • 3.1Standard Spanish and dialect variation in Peruvian schools
    • 3.2The impact of ideology in the reevaluation of indigenous languages in Peru
    • 3.3Multilingualism and interculturalism in language planning and policy
  • 4.Concluding remarks
  • Notes
  • References
References (23)
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