Beyond Educational Policies: Intercultural Bilingual Education Teachers and the Use of Multimedia Content in Indigenous Languages
DOI:
https://doi.org/10.17507/jltr.1605.01Keywords:
Indigenous languages, multimedia instruction, intercultural education, teacher qualifications, working conditionsAbstract
Communication across countries has become increasingly accessible through the widespread adoption of global languages. Nevertheless, this drive toward linguistic standardization marginalizes Indigenous cultures and languages, depriving them of opportunities to thrive and to have their cultural and linguistic heritage acknowledged and respected. Accordingly, it is imperative to foster their social inclusion through education in intercultural bilingual schools. The primary objective of this study was to examine the working conditions, qualifications, and attitudes of teachers in intercultural bilingual schools in Northern Peru regarding the use of multimedia in Indigenous languages as a pedagogical resource to enhance learning. This research employed a mixed-methods approach with a sequential exploratory design. Data collection instruments included an experiential workshop (n = 30) for qualitative insights and an online questionnaire (n = 95) featuring Likert-scale items for quantitative analysis. Both instruments were validated through expert review and administered to teachers from intercultural bilingual schools in northern Peru. Findings were conclusive. Considering the participants' working conditions, qualifications, and attitudes, integrating multimedia in Indigenous languages as an educational tool is feasible and promising for fostering meaningful and inclusive learning environments.
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