Exploration and diagnosis
Initially, to conduct the mediator’s training for reading and writing in indigenous languages it
is
important

to

explore

the

actions

that

many

teachers,

cultural

actors

and

promoters

who

have
knowledge
of

the

primary

needs

based

on

their

experience,

already

carry

out

different

actions

in
multilingual contexts. From this exploration, we can consider the specific needs from the languages
and their contexts, reorienting existing models, so a training model can be considered.
One of the main aspects is that the training models follow a monolingual guideline and start
from specific linguistic competences. However, these competences are very different in each context
and language. The diagnosis of said conditions can be made, with full knowledge, by those who have
implemented educational programs or have implemented actions to promote reading and writing in
each community and population.
Integration of working groups
For the reasons given, it will be necessary to think of a permanent working group that collects
these experiences, put them into practice, develop an evaluation, design solutions and follow up on it.
Given the diversity of conditions and contexts, it will be important that this working group layout
each scenario’s difficulties
in order to find similarities and differences since these will

strengthen
training with a greater scope.
An interdisciplinary working group will allow the analysis of situations and have a clear and
solid response capacity. In addition, the experience of those who have worked on the matter will be
necessary so not to start from scratch, but at a mid-point, taking advantage of practical knowledge and
experiences.
Development of a training proposal
The
strategic

Reading

Rooms

program

of

the

Publications

General

Directorate

of

the
Secretariat of Culture is responsible for training reading mediators to carry out activities promoting
reading habits with various strategies and activities within the framework of the reading promotion
national
program.

In this

context,

a

reading

mediator

profile

has

been

established

for the

Spanish
linguistic context. However, the development of
a profile and training

for mediators who work in
multilingual contexts and with indigenous languages is still pending.
As mentioned, the language circumstances are peculiar depending on each language, so it is
necessary to establish confluences and differences that allow mediators, even without being native
speakers of these languages, to promote reading and writing as a habitual activity.
In this way, a training proposal will come, on the one hand, from the analysis of implemented
methods and, on the other, with experiences facing common problems in different linguistic
contexts where it is worked.
The
training

proposal

could

be

linked

directly

with

the

one

already

implemented

by

the
Secretariat of Culture with a diversity of courses, seminars and professionalization diploma courses
that, it is important to note, have integrated the cultural and linguistic diversity issue in their training
programs.
However,

the

approach

that

should

structure

the

proposal

will

be

that

of

indigenous
languages, multilingual contexts and bilingualism as starting points and thematic nodes.
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