From pilots to policies: Challenges for implementing intercultural bilingual education in Latin America

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-07 DOI:10.1007/s11159-023-10039-5
J. Mitchell Porter, Andrew R. Morrison
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Abstract

For the past four decades, intercultural bilingual education (IBE) has been a common policy prescription to address Indigenous/non-Indigenous education gaps in Latin America. Initiatives have grown from small, localised pilots to national and state-level initiatives across thousands of schools. While there is some rigorous evidence of the effectiveness of IBE pilot initiatives at a small scale, there is very little evidence that expanding them to a larger scale benefits learners to the same extent. This article reviews the existing evidence on IBE’s effectiveness and identifies a number of challenges in replicating success at scale. The authors identify factors which have limited our understanding of IBE’s effectiveness, as well as factors which may have contributed to less-than-ideal outcomes for larger programmes, including uneven coverage, varying teacher quality, and limited resource availability for smaller Indigenous languages. Addressing these issues will be crucial for improving IBE programmes’ ability to operate successfully at scale.

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从试点到政策:在拉丁美洲实施跨文化双语教育的挑战
在过去的四十年里,跨文化双语教育(IBE)一直是解决拉丁美洲土著/非土著教育差距的通用政策处方。从地方性的小规模试点到国家和州一级的倡议,这些倡议已覆盖数千所学校。虽然有一些严谨的证据表明国际教育局的试点项目在小范围内是有效的,但很少有证据表明将其扩大到更大范围也能使学习者同样受益。本文回顾了有关国际教育局有效性的现有证据,并指出了在大规模推广成功经验时所面临的一系列挑战。作者指出了限制我们对国际教育局有效性的理解的因素,以及可能导致大型计划取得不理想结果的因素,包括覆盖面不均衡、教师质量参差不齐以及小型土著语言可用资源有限。解决这些问题对于提高国际教育局计划在规模上成功运作的能力至关重要。
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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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