The educational actors faced with the use of the mother tongue in a indigenous school of Chiapas
Abstract
This paper discusses issues surrounding education, school and language as well as its implications for the process of schooling for high school students. The study is qualitative in the form of case study and the participants are students, teachers and managers of a school in upper level of the community of San Andrés Larráinzar, in the State of Chiapas. So were open inside the school, interviews which were recorded and transcribed into digital format using Atlas.ti software tool, and analyzed with the strategy bottom-up (ascending). That way were prepared synthesis as conceptual networks where where recovered the most representative items related to the conception that students have related to the use of the mother tongue, its position on the matter and its consequences, as well as the vision of teachers and directors of the school about the monolingual teaching practice in Spanish, the alternatives for the academic problems of students and the learning evaluation. It is concluded that the indigenous language is a limiting factor for the educational process at school, since he is at odds with his informal use communicative and interactive processes between the students.
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