Mediators for reading and writing in indigenous languages
For twenty
National Council for Culture and Arts - Conaculta), has carried out various actions to promote and
encourage
reading spaces with the support of a mediator figure as facilitator and counselor.
This program is strengthened by the catalog given to each reading room, where some titles are
included in indigenous languages. However, it is necessary to point out some areas of opportunity to
make the most of the materials, even when there is no bibliographic diversity in these languages.
On
working with indigenous languages, regardless of the mediator’s linguistic competences, with the aim
of favoring multilingual spaces.
We can start by making some adjustments to the mediator’s profile proposed by the Secretariat
of
languages:
●
Is
a
reader,
likes
to read, enjoys
conversations
derived from reading and recognizes
that
readers are always growing and developing.
●
Exercises
and shares
the
habit
of
writing in indigenous languages
as
a
communicative
medium in private and public spaces.
●
Exercises
and shares
oral
practices
in indigenous languages
as
a
communicative medium in
private and public spaces.
●
Propitiates
and coordinates
book readings,
book presentations,
reading circles
and literary
talks in their national language and in Spanish.
●
Recognizes
the
importance
of
orality and has
narrating skills
in indigenous languages
and in
Spanish.
●
Has
an inclusive and hospitable
attitude that values
diversity and doesn’t
discriminate.
●
Ability to record reactions,
receptivity and involvement
experienced by readers.
●
Provides
reading, writing, and speaking encouragement
workshops for
different
audiences,
in multilingual contexts and for different ages.
●
Encourages,
in interpersonal
dynamics,
intercultural
work and the
emergence
of
individual,
critical, and creative thinking, promoting multilingualism.
Although this profile should be constructed in more depth and with theoretical foundations, it
is important to take into account the proposed transversality of indigenous languages throughout the
program.
For this reason, this phase argues the importance of the mediators’ training as the trainers
themselves in the field of indigenous languages, linguistic diversity, and in one or several of the
languages spoken in the national territory, in addition to the work strategies for bibliography,
materials development, and other tools with a reflective understanding of the mother tongue and
linguistic diversity.
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