Teaching indigenous languages in early childhood: the case of the indigenous language educator in Chile

Abstract

ABSTRACT This article critically examines bilingual, intercultural education policies and practices in the context of the implementation of these policies in early childhood education. Specifically, it seeks to provide ethnographic background on the incorporation of Indigenous communities into preschools, through the participation of the Indigenous Culture and Language Educator (ELCI in Spanish) for language teaching. The analysis stems from an ethnographic study carried out in an alternative intercultural preschool, located in the Araucanía Region, Chile, which teaches Mapudungun (the language of the Mapuche people). Among the main results, we found: (a) appreciation for the work of the ELCI (b) expression of the Mapuche culture through acting, (c) precarious intercultural education, and (d) disconnection with Mapuche communities. We conclude with recommendations for educational policies in Chile, and suggestions for future nationwide research and connection to the global context.