The history and development of intercultural bilingual education in Ancash, Peru

This article reports on lingo-pedagogical strategies regarding the teaching of Quechua in the framework of intercultural bilingual education (IBE) in Ancash, Peru. Based on a review of previous studies and our own research, an assessment is provided of the progress, limitations, and challenges of teaching the Quechua language in schools and in institutions of Quechua groups in Ancash. The main findings suggest that in IBE institutions, the teaching of Quechua is accomplished through two models: Quechua as a mother tongue (QL1) and Quechua as a second language (QL2). Language teaching by Quechua collectives displays greater dynamism and effectiveness due, we argue, to their different teaching strategies, including singing, music, and experiencing Andean traditions, as well as their production, publication, and use of educational materials, including virtual systems and social networks. In general, IBE and the academic activism of Quechua groups have enabled greater visibility and appreciation of the language. However, there is still no evidence that the number of Quechua speakers has increased. Therefore, it is necessary to continue efforts involving the speakers and non-speakers themselves in the process of strengthening and revitalizing Quechua.