Pistes de réflexion pour une intégration réussie d’une langue autochtone dans le curriculum scolaire : le cas du kali’na en Guyane française
This article aims to highlight the introduction of the Kali’na language into the school curriculum in French Guiana. This integration was made possible thanks to the implementation of Kali’na language courses given by Mother Tongue Interveners (MTIs) and Kali’na-French bilingual classes. The finding...
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| Format: | Article |
| Language: | English |
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Institut des Amériques
2025-03-01
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| Series: | IdeAs |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ideas/20970 |
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| Summary: | This article aims to highlight the introduction of the Kali’na language into the school curriculum in French Guiana. This integration was made possible thanks to the implementation of Kali’na language courses given by Mother Tongue Interveners (MTIs) and Kali’na-French bilingual classes. The findings presented in this article stem from a doctoral research based on approximately forty semi-directed interviews, which sought to understand the meaning that various social actors attribute to the integration of the language in two primary schools located in Kali’na communities. The study’s results reveal the motivations behind the demand for the introduction of the Indigenous language in schools, examine the obstacles and resistance encountered within Kali’na communities and the educational system—often linked to ideological tensions—highlight the challenges faced, and underscore the observed benefits. Some key findings are presented here, along with several avenues for reflection to facilitate a more harmonious integration of the Kali’na language in schools and to consider ways to overcome persistent limitations. |
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| ISSN: | 1950-5701 |