%0 Journal Article
%T LEARNING TO READ AND WRITE IN BILINGUAL CONTEXTS. A STUDY AND IMPLEMENTATION PROGRAMME WITH IN-DIGENOUS QOM COMMUNITIES IN ARGENTINA
%A CELIA R. ROSEMBERG
%A GLADYS OJEA
%A FLORENCIA ALAM
%J L1 Educational Studies in Language and Literature
%D 2012
%I IAIMTE
%X This paper presents a bilingual and intercultural programme carried out with young children from indig-enous Qom communities located in different areas throughout Argentina. The programme seeks to promote learning and avoid the problems that these children often meet throughout the literacy acqui-sition process. Within a theoretical framework that combines psycholinguistic theories that recover the central tenets of the sociocultural perspective (Nelson, 1996, 2007), and literacy approaches from an intercultural perspective (Rosemberg, Borzone & Diuk, 2003) we developed a series of educational ma-terials to promote the learning of literacy in Qom and in Spanish to Qom children. The study articulates collaboration between researchers, teachers and community members, who selected community situa-tions to be observed and carried out observation records. These records were used to write ˇ°ethno-graphic reading booksˇ±, intercultural storybooks that are used in the literacy settings. These ˇ°ethno-graphic booksˇ± reflect the children's knowledge of their own dialect and community while integrating these with the standard language variety and other types of knowledge.
%K bilingual and intercultural education
%K literacy acquisition
%K indigenous communities
%K ethno-graphic reading books
%U http://l1.publication-archive.com/public?fn=enter&repository=1&article=1423