Voices from Indigenous Educators in rural multigrade schools

Identification of Cultural practices and key elements for teaching a native language

Abstract

This work aims to present the results obtained in a qualitative language research linked to the process of learning a native Mexican language throughout the voice of indigenous educators located in multi-grade rural schools in Puebla, Mexico. The data obtained takes into consideration three nuclei of information that range from lifestory and the relationship with the use of a native language (nawat), cultural practices and its relation to native language, as well as some issues related to the teaching and learning process of the nawat language. From a broader approach, this contribution addresses the linguistic, social, cultural, and pedagogical aspects that directly affect the teaching of an original language within multigrade indigenous rural classrooms in the Mexican context.