https://hdl.handle.net/20.500.12799/11485 2026-04-04T09:29:37Z 2026-04-04T09:29:37Z Dankel, Philipp Soto Rodríguez, Mario Coler, Matt Banegas-Flores, Edwin https://hdl.handle.net/20.500.12799/11551 2025-08-19T14:54:48Z 2022-01-01T00:00:00Z

Trilingual modality: Towards an analysis of mood and modality in Aymara, Quechua and Castellano Andino as a joint systematic concept Dankel, Philipp; Soto Rodríguez, Mario; Coler, Matt; Banegas-Flores, Edwin This contribution examines how indigenous minority languages impact majority European ones, by considering the case of Quechua and Aymara, on the one side, and Castellano Andino (CA) on the other. We extend particular focus to how Aymara and Quechua have impacted CA's grammatical(ized) modality. We show that regional varieties of CA reflect Aymara and Quechua mood, even in the speech those who do not speak either indigenous language by illustrating the emerging strategies used to express the modal values in Aymara and Quechua grammar on different structural levels. We also elaborate on how contact induced change arises from multiple impulses.

2022-01-01T00:00:00Z García, Fernando A. https://hdl.handle.net/20.500.12799/11549 2025-07-08T16:27:54Z 2015-01-01T00:00:00Z

Respect and Autonomy in Children's Observation and Participation in Adults’ Activities García, Fernando A. This chapter examines Peruvian Quechua children's learning by observing and pitching in. The children concentrate attentively when they observe the activities of the adults and they exercise autonomy in the context of adults’ encouragement of measured behaviors while always showing respectful silence in the presence of their elders.

2015-01-01T00:00:00Z Barwell, Richard Clarkson, Philip Halai, Anjum Kazima, Mercy Moschkovich, Judit Planas, Núria Phakeng, Mamokgethi Valero, Paola Villavicencio Ubillús, Martha Rosa https://hdl.handle.net/20.500.12799/11547 2025-07-08T14:31:16Z 2016-01-01T00:00:00Z

Introduction: An ICMI Study on Language Diversity in Mathematics Education Barwell, Richard; Clarkson, Philip; Halai, Anjum; Kazima, Mercy; Moschkovich, Judit; Planas, Núria; Phakeng, Mamokgethi; Valero, Paola; Villavicencio Ubillús, Martha Rosa This chapter provides the introduction to this ICMI Study 21 volume. It includes: a discussion of the place of this study and its topic within ICME; a discussion of what is meant by the study title; and a brief historical account of research on this topic in mathematics education. The chapter also recounts the various stages of the study, including the development of the discussion document, the study conference, and the preparation of this volume. The latter parts of the chapter include syntheses of some key research ideas emerging from the volume, implications for policy and practice and issues for further research.

2016-01-01T00:00:00Z Nobre-Oliveira, Denize Ramos Machado, Fernanda Dib, Aline Filho, Jeová Araújo Rosa Perca Chagua, Roxana carolina https://hdl.handle.net/20.500.12799/11544 2025-07-07T21:33:19Z 2023-01-01T00:00:00Z

“Lights, Câmera, Acción:” Multilingual Practices in the Construction of Short Films Nobre-Oliveira, Denize; Ramos Machado, Fernanda; Dib, Aline; Filho, Jeová Araújo Rosa; Perca Chagua, Roxana carolina Looking at students as multilingual subjects leads us to recognize their linguistic repertoires as composed by various socioideological languages, codes and voices. Through this post-structuralist view, being multilingual implies the use of different national, regional and idiosyncratic languages. Bearing this in mind, the main objective of this chapter is to present a project-based methodology for the teaching of English through which learners were expected to be engaged in multilingual practices. The project envisioned the production of short films by students of a Brazilian and a Peruvian institution. Throughout the project, multilingual experiences were pedagogically cultivated through tasks that (1) fostered students to be creative, (2) developed their linguistic repertoires through exchange and collaboration, and (3) ultimately explored their particular viewpoints through meaning-making practices. Based on this shared practice, we hope to shed light on how multilingualism can be theoretically understood in a postmodern framing, and how it might be methodologically designed through a project-based pedagogy.

2023-01-01T00:00:00Z