Luis Alberto Medina Huamaní
I. INTRODUCTION
Peru is a diverse socioeconomic and cultural, diverse, mixed. Our linguistic situation is also true: we are a multilingual and multicultural reality. In our territory coexist a variety of languages \u200b\u200band cultures. To confirm this statement sufficient to observe the number of languages \u200b\u200band dialects spoken in our city of Lima, that es un verdadero microcosmos de esta realidad lingüística y cultural. Además, hay que recordar que según la Constitución Política del Perú, art. 48, son lenguas oficiales del Perú el castellano, el quechua, el aimara y todas las lenguas amazónicas en los lugares donde predominen. El objetivo del presente trabajo es evidenciar la complejidad lingüística del Perú, las causas y consecuencias de esta realidad multilingüe, y, por ende, de la diversidad de culturas; además de invitar a la reflexión y una mejor intercomunicación entre los integrantes de uno u otro grupo lingüístico –y cuánto mejor si esto se refleja en las aulas y se implemented bilingual and intercultural education in different regions and regional languages \u200b\u200band local cultures.
II. LINGUISTIC TERMINOLOGY
To achieve our goal, we reflect on some linguistic terminology, then analyze the causes and consequences for the existence of multilingualism. They also observed that native languages \u200b\u200bare spoken in Peru and reflect on the problem of bilingualism and multiculturalism. MULTICULTURAL
: The name given to the existence of various cultures in a given geographical area.
FAMILIES LINGUISTIC: Joint sister languages \u200b\u200bthat share a common origin and linguistic features, then mention how many and what these families in Peru.
MOTHER TONGUE : That originated in other languages. A clear example of mother tongue is Latin, a language from which they originate all or Latin-Romance languages \u200b\u200b(including French, English, Italian, Portuguese, Romanian, Galician, etc. .) DIALECT
: Regional variation of a language. Commonly known as left or accent.
MOTHER TONGUE : Lengua de la madre; es la primera lengua que adquiere el hablante
INTERLECTO : Es la interferencia de la lengua materna en la una segunda lengua adquirida.
DIGLOSIA : Bilingüismo subordinado. Coexistencia desigual entre dos lenguas; una lengua es privilegiada y otra discriminada por razones sociales, culturales y económicas.
III. REALIDAD LINGÜÍSTICA DEL PERÚ: multilingüismo y pluriculturalidad
Ya hemos definido los términos multilingüismo y pluriculturalidad; en seguida, veremos las causas. Antes, mencionaremos que el multilingüismo tiene dos causas: lingüísticas y no lingüísticas. The first are those that are motivated by entirely linguistic aspects (formation of dialects and languages \u200b\u200bfragmentation from these dialects)). Nonlinguistic causes are motivated, however, extra-linguistic reasons (invasions, migrations, etc.)..
3.1 CAUSES
look first language term causes:
• dialectization : The process of assimilation and diversity of dialects in the formation of a language. There is no language that does not suffer this process dialectization, as dialects or regional variations are inherent to a language.
• FRAGMENTACICIÓN : Languages \u200b\u200bfragment from creating new dialects and languages. This is precisely what happened to Latin, to mention a clear and obvious example. Initially there were the Latin dialects as linguistically and culturally diverse regions, then the Latin fragments and results in what we now call neo-Latin or Romance languages.
extralinguistic causes are these:
• MIGRATION: Movement of human groups in the countryside to the cities in search of better living conditions. The decade of the 50 and 60, our country has seen massive peasant and indigenous movements in different regions of Peru, each human group moved towards the capital cities, especially coastal, and especially to Lima (this also and above all is an ongoing problem generated by the centralism), seeking better economic, social and cultural rights.
• INVASIONS: The invasions are events that have marked our reality. Today, for example, we are speaking mostly the product of a taxation policy, military, economic and cultural.
• MULTICULTURAL : There is a diversity of cultures and ethnicities that make up our nation. This cultural diversity implies, while linguistic diversity since each cultural group has its own language with their own dialects.
3. 2. CONSEQUENCES
diglossia: diglossia We have said that the existence of a subordinate bilingualism. So the more painful and immediate consequence is that diglossia is the presence of two languages \u200b\u200bin the same area where the most privileged society one (Castilian) for cultural, social and other policies and disparaged (Quechua, Aymara or any other native language). SUNSET
:
Proceeds from the lack of apoyo de parte del Estado y la no difusión de las lenguas aborígenes muchas lenguas se extinguen. Para muestra podemos mencionar las siguientes lenguas: puquina, culle, tallana, mochica, sechurana, chachapoyas, etc.
Además, cabe mencionar que es una realidad penosa que muchas de las lenguas amazónicas (incluso el quechua y el aimara) es en un acelerado proceso de extinción, debido a la castellanización impuesta por el Estado; una de estas modalidades de castellanización, precisamente, es la educación monolingüe en habla hispana y la alfabetización: se alfabetiza eminentemente en lengua castellana.
IV. LENGUAS HABLADAS EN PERU
Las lenguas spoken have been classified into two groups: Amerindian languages \u200b\u200bNative American languages \u200b\u200bdo not. The first are those languages \u200b\u200bspoken in the Tahuantinsuyo and originated in the Americas, with over 600 languages \u200b\u200bover the group, each with its own characteristics and differences. Amerindian languages \u200b\u200bnot, however are those from other continents languages: Castilian, English, Chinese, French, Portuguese, Italian, German, etc.
4.1.
Amerindian languages \u200b\u200bare also called vernacular, native or aboriginal. They are, as already stated, those native languages \u200b\u200bof Peru, which were present before the arrival of the English.
As the American linguist Joseph Greenberg, Native American languages \u200b\u200bwere derived from a hypothetical language called "American Indian," which would be like in the case of Indo-European languages \u200b\u200bof Western Europe and parts of Asia.
The Amerindian languages \u200b\u200bwere spoken from the present territory of Canada, to the lands of Patagonia, Chile. It is estimated that there are 600 Native American languages \u200b\u200bcurrently spoken by about 18 million people.
This information is valuable should be cause for further study and require further attention by the hegemonic state and society economically, socially and politically. Esperemos que la clase gobernante tome una actitud más inclusiva y una verdadera voluntad política para proteger y velar por estos grupos culturales y lingüísticos que nos preocupan ahora. No olvidemos que si una lengua se extingue, en realidad se está extinguiendo toda una cultura y un saber ancestral y milenario en cuanto a ciencias, ingeniería, medicina natural, entre muchos otros beneficios que se terminarían en el olvido, relegados tras las generaciones posteriores y tras la castellanización inminente.
Las lenguas amerindias se agrupan en lenguas andinas (dos familias lingüísticas: quechua y aru) y lenguas amazónicas (16 familias lingüísticas).
Las lenguas amerindias in Peru, as shown grouped into two: the Andean and Amazonian languages. The Andes are formed by two language families: the Quechua and Aru, but instead Amazonian languages \u200b\u200bare grouped into 16 language families with their own dialects.
FAMILY QUECHUA
is the most spoken language family in America (Peru: 3,199,474 speakers). It is spoken in 20 of the 24 departments (not spoken in Tumbes, Piura, La Libertad and Tacna)
According to the linguist Alfredo Torero, originated in the central coast (Chincha) and spread for socioeconomic reasons. The same linguist San Marcos has classified in Quechua Quechua Quechua I and II (annex table)
FAMILY ARU is the second most spoken language family in Peru and the third largest in South America (after the Quechua and Guarani Tupi). Consists of two languages \u200b\u200b(Kawki and Aymara). It is spoken in four countries in South America (Peru, Bolivia, Chile and Argentina). Was studied by Marta Hardman.
Amazonian languages \u200b\u200bis composed of 42 different languages. Are in the process of rapid extinction (due to social, political, cultural, economic and religious). Have been grouped into 16 language families Approximate population of speakers: 170 000.
V. The problem of bilingualism and multiculturalism
Currently, the State, through the Ministry of Education and the National Curriculum Project, promotes bilingual and intercultural education, as well as inclusive. It is an excellent initiative, however, is still in the process of assimilation. This is that the project is given, now need to be implemented and that the state truly and effectively promote this project that seems positive and more inclusive. Then need more incentives, training and publicity. It falls upon both the State and universities who holds a faculty of education and teachers who are exercising their profession. If we are not able to carry out this educational project, then who will? Education and literacy
should never be synonymous with castellanización: it is necessary to value and preserve each of our cultures and native languages \u200b\u200band to work towards a fairer society and a more dignified Peru.
Finally, a major factor associated with the actual survival of native languages \u200b\u200bis poverty. Extreme poverty allows us to understand both their survival as, paradoxically, their withdrawal. In the ten provinces classified as lower rates of childhood development in Peru, 83% of the population has an indigenous language as their mother tongue (UNICEF-INEI 1995:34). Similar situation occurs in Bolivia. Who would want to continue speaking the language that identifies him as extremely poor? It is also significant that both Peru and Bolivia these 10 poorest provinces are predominantly Quechua (except two Amazon provinces, one in each country). Ie: more poverty, more persistence of the native language? , or more persistent poverty indigenous language? Poverty seems contribute, in the first instance, the high maintenance of the language. But when people are in prospect of moving out of poverty (migration, trade increased, more and better education, etc) then it seems necessary that improvements in living standards also involve abandonment of the language associated with poverty.
SEE ANNEXES
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