Bibliographic citations
Angulo, J., Ccahuana, J. (2024). Fortalecimiento de la Expresión Oral En Lengua Quechua para el Aprendizaje de las Niñas y los Niños de en una Escuela Primaria [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/139
Angulo, J., Ccahuana, J. Fortalecimiento de la Expresión Oral En Lengua Quechua para el Aprendizaje de las Niñas y los Niños de en una Escuela Primaria []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/139
@misc{renati/816357,
title = "Fortalecimiento de la Expresión Oral En Lengua Quechua para el Aprendizaje de las Niñas y los Niños de en una Escuela Primaria",
author = "Ccahuana Luna, Judith",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisi rimayllapi willasayki Kay hatun maskana llamk’ayniykupi t’aqwirisunchik, Qichwa Simita llanllarichinanchikmanta, hawa llaqta Yachaywasinkunapi, pisqa yupay uña sulk’a wawakunawan Educacion Basica Regular sutichasqapi. Yachasqanchikman hina huk yachay nisqa Educación Intercultural Bilingüeqa, munanchik churayta tukuy ruraykunata qichwa siminchis rimanapaq, chaywantaq aswantaran llanllarichinanchikpaq hinantin ayllunchikpi yachayninchiskunamanta. Ichaqa, llamk’aynin ukhupi taririkun tukuy sasachakuykuna, imaraykuchus Ministerio de Educación sutichasqa wasimanta, Hamawt’akuna iskay qhawayniyuq kananku. Hawa llaqtapi wawakunawan llank’ayqa, hukmanta yachay qarariymi, chay wawakunaqa yachanku, apamunku tukuy yachayta llaqtankumanta. Ñawpaq awichunchikkunaqa tukuy yachayninkuta yacharichitamanchik, ñawpaqman tayta mamakuna kaqllataq ayllunchikkuna puririchinanpaq. Kay llamk’ana maskana ruwayqa kachkan huk qhawariyniyuq, qhawarin tukuy rurayta, kaqllatataq kachkan huk p’itwiy nisqawan, ruray tukuy ruraykunata qichwa siminchis llamllarichinanchikpaq, chaypaqtaq qawariyku kimsa p’itwiykunata, ñawpaqta qawarisaqku imaynas kachkan qichwa rimaywan chayta, chaymanta rurarisaqku tukuy ruwaykunata hinamantataq llank’arichkaqku tukuy ruraynikuta chay rurayqa llamk’arikunqa hawa llaqtapi tiyaq wawakunawan, ichaqa qhawarinqa chay kawsay suyuwan. Ñawpaqman kay hatun llamk’ayninchikta aparinanchikpaqqa, uqarikun tukuy hatun yachaykunamanta, willarikuykunamanta, yuyaymanakunamanta tapurikun tayta mamakunata, yachachiqkunata, wawakunata chay yachaywasimanta. Chay yachaykunata allcharikun qallariyninmanta t’aqwirikuspa, qichwa simi rimaykunamanta, maykunapis rimanku wawakuna, chaypaqmi qhawarikun imaymana yachanakunata wawakuna huqmanta qichwa simi yuyarinankupaq, paykuna kawsayninmanta pacha llipim qhawayninkuta yupaychaspa. Kaqllamantataq kay ruray apariwasun huk tukuyman, pisqa huñu wawakunan mana rimankuchu qichwa simi rimayninchikta Yachay wasipi kachkaspa. Hinamantataq, rurarikun tukuy yachana yachaykuna Qichwa simip rimaynin ñawpaqman llamllarinampaq. Kay llank’aywan hayparinchik llipim hawa suyu wawakuna, allim yuyaysapa kanankupaq, huk, iskay hinallataq kimsa simikuna rimanankupaq, paykunaqa hastawanpas yacharinkumanmi Inglis nisqa simitapas.
Abstract In this research work we will address the strengthening of the Quechua language, in the context of a rural school with boys and girls in fifth grade of Regular Basic Education. We know that in bilingual intercultural education it is necessary to implement strategies that address linguistic diversity, as part of strengthening identity and cultural affirmation. However, there are difficulties in its implementation and putting into practice by the Ministry of Education and by the Intercultural Bilingual Education teachers themselves. Working with children from rural areas is a unique opportunity, since these children bring to school a diversity of knowledge from their locality, the same knowledge that they have inherited from their ancestors and is practiced by their parents and family members. This reality is very important since it allows us to promote interlearning and also propose significant learning. This research has a narrative nature and an eminently qualitative approach; it also aims to design educational strategies to strengthen the oral use of the Quechua language. Therefore, we proposed, as specific objectives, to diagnose the use of the Quechua language and design and apply different strategies with a group of primary level students in a rural area, as part of their intercultural and life education. To carry out this research model, testimonies from parents, teachers, boys and girls of the Educational Institution were recorded and collected and the information was organized in detail starting from the diagnosis of the oral use of the Quechua language. From these observations, various strategies were developed, the same ones that were applied to ensure the practice of the Quechua language and thus strengthen oral expression in the mother tongue. With the results achieved, we conclude that Andean children are perfectly equipped to be coordinated bilinguals if they have the opportunity to use their language orally in different spaces. Keywords: Bilingual Intercultural Education, oral use of Quechua, language learning
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