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Lessons in Educational EqualitySuccessful Approaches to Intractable Problems Around the World$
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Jody Heymann and Adele Cassola

Print publication date: 2012

Print ISBN-13: 9780199755011

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199755011.001.0001

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Improving Indigenous Children’s Educational Access and Outcomes Through Intercultural Bilingual Education

Improving Indigenous Children’s Educational Access and Outcomes Through Intercultural Bilingual Education

Chapter:
(p.222) 10 Improving Indigenous Children’s Educational Access and Outcomes Through Intercultural Bilingual Education
Source:
Lessons in Educational Equality
Author(s):

Brittany Lambert

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199755011.003.0010

Belonging to a minority or Indigenous group is one of the greatest obstacles to a quality education. This case study examines how Bolivia successfully increased enrollment, reduced drop-out rates and raised achievement among its majority Indigenous population through an ambitious home-language learning program implemented in 1500 schools nation-wide. The Intercultural Bilingual Education Program’s approach consisted of teaching Indigenous children to read and write in their home language first, then gradually integrating Spanish. The chapter describes how the program improved Indigenous children’s educational outcomes, increased their levels of participation and engagement in class, and improved the status of Indigenous languages. Despite these successes, the chapter also highlights several challenges that the program has encountered, including management problems, human resources problems, conceptual problems and public opinion problems.

Keywords:   Indigenous children, Intercultural Bilingual Education, bilingual education, home language learning, language of instruction, linguistic equity, educational equity

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