On one hand, we find the processes for standardization of the writing system, several of them have
started decades ago as community projects, advised and restrained by experts from institutions like
the INALI.
These processes of standardization are complex because they are based on languages that are,
in principle, illiterate (Moreno, 2016, 53-59) and do not have alphabetic writing. This doesn’t imply
that they are not suitable for having a writing system since most languages can develop a system for
graphical
important to note that the
writing
viewpoints
translators,
configuration processes.
Currently, writing standards exist for the following languages: Hñähñu, Maayatꞌaan, Mochoꞌ,
Kakchikel,
Totonaco, and a few more still in preparation.
In a complementary manner, a document exists that proposes a classification for the state of
each language based on the number of registered speakers in the population census by INEGI named:
Lenguas Indígenas Nacionales en riesgo de desaparición (National Indigenous Languages at risk of
disappearance) published in 2012 by INALI.
Considering this document as a starting point, we propose some criteria to classify the state of
these languages; however, it is a first proposal that should be complemented with other approaches:
A.
Active and dynamic languages with writing standards.
B.
Active and dynamic languages without writing standards.
C.
Languages with little dynamism and with writing standards.
D.
Languages with little dynamism and without writing standards.
E.
Languages with different degrees of risk of disappearance without a writing system and are
mainly oral.
The
language in an oral level, as much as a reading and writing one. To make this categorization the degree
of
considerations
modifications,
high risk of disappearance that have activities of
strengthening and active, continuous and recent revitalization.
Indigenous Languages speakers’ profile
It is
fundamental to consider the
linguistic competences of the speakers as actors that will
directly intervene in diverse actions achieved as part of a writing and reading promotion program, be
that
indigenous languages speakers that will help to define methodologies to carry out specific strategies.
Table 1. People with Spanish as a Mother Tongue (LMEs)
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