NotesFAQContact Us
Search Tips
ERIC Number: EJ871361
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1068-3844
Indigenous Languages: Nahuatl, Quechua, & Maya--A Study of Multilingual Immigrant Students & Their Families
Perez, Carlos
Multicultural Education, v17 n1 p22-26 Fall 2009
This study investigated how immigrants from Latin America who speak indigenous languages perceive and respond to social, racial, linguistic, and cultural factors in the United States. It examined the multicultural and multilingual experiences of six participants, five of whom speak an indigenous language. There were three interviews conducted with three married couples with children. All of the couples indicated they were dealing with the transmission of the indigenous language and culture to their children. All of the participant couples were married in their home country before immigrating to the United States. The three participant families try to preserve the languages of three major pre-Colombian empires--Nahuatl from the Aztecs, Quechua from the Incas, and Maya from the Mayan people. The study included interviewing the couples, transcribing the interviews, and categorizing the responses into various language use categories. The general categories include: (1) use of indigenous language in small towns or villages; (2) perceptions and practices regarding language use; (3) parents' transmission of language and culture to children; (4) acquisition and use of indigenous language; and (5) learning and using of Spanish at school. This study revealed significant concepts and issues that have relevance for teachers, administrators, school staff, public servants, and researchers who desire to better serve indigenous individuals and communities. (Contains 1 table.)
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A