Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts

Hornberger discusses the contentious educational practices in Quechua, Guarani, and Maori contexts. Though it may be that not all indigenous children find voice through use of their language, many of them do, and when they do it is perhaps because of the ways that the biliterate use of their own or heritage language as medium of instruction alongside the dominant language mediates the dialogism, meaning making, access to wider discourses, and taking of an active stance that are dimensions of voice. Indigenous voices thus activated can be a powerful force for both enhancing the children's own learning and promoting the maintenance and revitalization of their languages.