Bilingual education in Peru: Evidence on how Quechua-medium education affects indigenous children's academic achievement

Hynsjö, Disa; Damon, Amy L.

doi:10.1016/j.econedurev.2016.05.006

Cited by 18 publications

(13 citation statements)

References 54 publications

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“…Laitin and Ramachandran (2016), in their study of African school children, find that familiarity with the language of instruction affects both reading and mathematics skills in similar ways. Hynsjo and Damon (2016) and Lee et al (2015) also find language affects mathematics learning.…”

Section: Endnotesmentioning

confidence: 97%

Language and learning in ethnically mixed communities

Kumar

Somanathan

Vasishth

2022

Review Development Economics

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Many school children in ethnically diverse countries live in multilingual environments where the medium of instruction in school differs from their mother tongue.We conduct a field experiment in a multiethnic village in northern India to study the relative importance of linguistic distance and neighborhood isolation in the acquisition of language and mathematics skills in elementary school. The village has two sizable ethnic groups speaking languages very different from the medium of school instruction. Students attempt a set of mazes and take tests in reading and mathematics. We find that performance in language-dependent tasks relative to mazes is lower for children whose mother tongue is different from the medium of instruction only if their ethnic group is also residentially segregated. Language policy in most countries has traditionally favored either mother-tongue instruction or assimilation into mainstream language and culture. Our results suggest that there may be value in a more nuanced approach that flexibly combines some instructional support in a mother tongue for those who need it, with policies that encourage contact with speakers of dominant languages to benefit from peers and social networks.

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Section: Endnotesmentioning

confidence: 97%

Language and learning in ethnically mixed communities

Kumar

Somanathan

Vasishth

2022

Review Development Economics

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“…We are aware of the many factors that influence educational attainment. Relevant factors include socio-economic status, language of instruction, teacher quality and school infrastructure, among others (Ames, 2012;Arteaga & Glewwe, 2014;Hernandez-Zavala et al, 2006;Hynsjö & Damon, 2016;Skoufias et al, 2010;van der Tuin & Verger, 2013). While exploring such confounders is beyond the scope of this study, these should also be considered when adopting QuantCrit and Indigenous Statistics lenses to research Indigenous educational issues.…”

Section: Recommendations and Research Implicationsmentioning

confidence: 99%

“…Various empirical studies using survey-based data show that Indigenous pupils in Peru experience notable educational inequalities compared to their non-Indigenous counterparts (Ames, 2012;Arteaga & Glewwe, 2014;Hernandez-Zavala et al, 2006;Hynsjö & Damon, 2016;Skoufias et al, 2010;van der Tuin & Verger, 2013). While many factors have been identified as drivers or mediators that explain these inequalities, it is rare to find studies that consider whether the operationalisation of Indigeneity itself may impact on the results obtained.…”

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confidence: 99%

Influential choices: deconstructing operationalisations of Indigeneity in survey-based education research using an example from Peru

Broeks

Aysa

2022

IJCIS

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Indigeneity is a complex social construct that can be defined in multiple ways using diverse markerstraditionally based on the characteristics of individuals. Survey-based studies have used language,self-identification or location information to operationalise Indigeneity. Yet, as suggested by Walterand Andersen (2013), Gillborn et al. (2018) and others, few scholars reflect on how the Indigeneityvariable is specified and whether this operationalisation may impact results. This article examinesthis issue empirically using the case of Indigeneity in Peru. First, survey-based empirical studies areidentified to explore the ways in which Indigeneity has been operationalised. Then, using the YoungLives study, we present diverse operationalisations of Indigeneity and outline how these may lead to different educational outcomes for children. We show that quantitative researchers using surveybased data should engage more deeply with different operationalisations of Indigeneity as these can lead to different educational outcomes for children categorised as Indigenous.

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“…In a study conducted in Ucayali in the Peruvian Amazon, Flores Fasanando ( 2021) noted a positive effect on oral communication in speakers' first language with the use of Zoom in secondary education. Also in Peru, Hynsjö and Damon (2015) linked the use of indigenous languages to an improvement in children's maths scores but not in their L1 Quechua.…”

Section: Hispanophone Countriesmentioning

confidence: 99%

Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries

Hub¹

2022

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org

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Bilingual education in Peru: Evidence on how Quechua-medium education affects indigenous children's academic achievement

Cited by 18 publications

References 54 publications

Language and learning in ethnically mixed communities

Language and learning in ethnically mixed communities

Influential choices: deconstructing operationalisations of Indigeneity in survey-based education research using an example from Peru

Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries

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