Comparing Indigeneous and Non Indigeneous Drawings: A Lesson Learnt

Abstract

The study explores the use of language in elementary indigenous students from bilingual communities through the systematic analysis of their drawings. The article aims to observe whether bilingual students when asked to draw certain culture-key elements determine or not the use of a specific language spontaneously. Two hundred twenty-five indigenous girls and boys from five to seven years old participated in this study. Several elementary indigenous schools agreed to collaborate. The objective is to see if there is a relationship between the kind and characteristics of the elements of the drawing with the language, they use to assign key concepts. Qualitative methodology was used, and the graphic analysis followed the proposal of Castellano and Roselli (2014) obtaining twelve final categories. The results show how the choice and features of the elements used in the drawings composition are intertwined with the use of a specific language. In conclusion, it can be stated that, with this sample and the design of applied methodology, largely use of the Spanish language is shown in these indigenous elementary students when they have to illustrate their notion of environment and life within the indigenous communities. Instead, those students who prioritize the indigenous language tend to project precise elements and use larger dimensions of the analyzed categories and also they strongly related to the Saraguro culture; In spite of this, it can be argued that the determination of language does not represent the absence of values, organization, or of the cultural elements of indigenous communities.



Author Information
Miguel Angel Saritama Valarezo, Autonomous University of Barcelona, Spain
Isabel Alvarez, Autonomous University of Barcelona, Spain

Paper Information
Conference: ACEID2020
Stream: Primary & Secondary Education

This paper is part of the ACEID2020 Conference Proceedings (View)
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