Challenges and successes in the implementation of Bilingual education in Peruvian rural and urban areas

Main idea briefly:

What are the main challenges and successes
in implementing bilingual education policies for indigenous languages in Peru,
and how these factors influence educational outcome in different indigenous
communities such as urban and rural areas.

Research:
examine the effectiveness of bilingual education policies for indigenous
languages in Peru, by comparing educational outcomes in different indigenous
communities. Analyze how social status, cultural practices and geographic
remoteness influence the implementation and success of these policies.

Research problem: Despite the establishment of bilingual education policies aimed at
preserving indigenous language and improving bilingual education for indigenous
populations in Peru, there remains significant disparity in the effectiveness
of these policies across various indigenous communities both in rural and urban
areas.

Factors such as inadequate teacher
training, limited educational resources, and different degrees of community
involvement may contribute to these disparities.

Thesis statement: This thesis examines the successes and challenges in implementing
bilingual education policies across indigenous communities in Peru, focusing on
the influence of resource limitations, teacher training deficiencies, and
sociocultural attuites in rural vs urban settings.

By comparing these two, the research aims
to identify effective practices and policies as well as the struggles when it
comes to bilingual education programs. Research seeks to understand these
disparities and identify the factors that lead to success or failure of
bilingual education programs in these contexts. ( MORE information needed what
makes bilingual education successful in Peruvian indigenous communities
considering both rural and urban areas)

Research gap: Better understanding of how the policies work. There is not enough
information how the polices work in urban vs rural areas and what impacts the
success or failure in each setting, and how cultural attitudes impact this as
well.

The gap highlights the need for a more
detailed investigation into the factors that contribute

Outline:

1.Frontpage

2. Abstract

3. Content

4.Introduction:

A) Background information( approximately
2 pages):

– an overview of the linguistic diversity
of Peru, with emphasis on the country’s major indigenous languages, including
Quechua and Aymara, as well as several less widely spoken languages for example
in the rural areas of Peru.

–
Contextualize bilingual
education in Peru.

–
State the problem: Description
of the challenges and disparities in implementing bilingual education in rural
and urban areas.

B) State clearly the FOLLOWING QUESTIONS:
(approximately 1-2 pages)

Focusing within the
framework of Peruvian bilingual education policies for indigenous languages, I
will shed light on the effectiveness of policy implementations and its impact
on educational outcomes.

Two research questions
will investigate this theme in detail as following:

QUESTION 1: What successes and challenges have been
observed in the implementation of bilingual education policies, across
different indigenous communities in the Peruvian rural and urban areas?

– This question aims to investigate the role of teacher
training in the success of bilingual education programs, particularly focusing
on the differences between remote and urban settings within indigenous
communities.

–
Focuses specifically on
pinpointing barriers such as resource limitations, teacher training
deficiencies that hinder policy implementation.

Highlight the positive and the negative outcomes.

-To what extent are bilingual education
policies being implemented in rural versus urban areas among different
indigenous language communities in Peru.

–
This question is to investigate
how bilingual education policies are implemented differently in urban and rural
contexts. It considers the ways in which demographic and regional variables
affect the success and implementation of these policies.

This comparison will
assist in pinpointing certain challenges or benefits that various settings
offer when implementing policies.

QUESTION 2: What kind of community
engagement and cultural practices are there on the acceptance and success of
bilingual education policies among different indigenous communities in Peru
(what impact these have made) both in rural and urban?

-explore how the involvement of the community and the
preservation of cultural practices, make influence on the effectiveness and the
acceptance of bilingual education programs among these indigenous groups.

–
Significance of the study:
Present and discuss the value of bilingual education for educational access,
cultural preservation, and linguistic rights

–
Explain the thesis structure,
tell what each chapter will cover.

These research
questions will offer a thorough understanding of Peru’s bilingual education
system for indigenous languages by addressing these research questions.

This will
provide important insights into how these policies can be improved to better
serve indigenous communities and support language preservation.

They aim to explore the impact of socio-cultural and pedagogical
dynamics on the acceptance and effectiveness of bilingual education programs
among different indigenous groups.

Aim to
compare how bilingual education policies are applied and succeed in rural
versus urban settings, focusing on how demographic and regional variables
influence policy implementation.

The challenges underlying these research
questions arises from Peru’s important need to review and enhance bilingual
education systems, particularly for indigenous language communities.

The following breakdown analysis of the
fundamental problems that these questions seek to solve:

Inconsistent Implementation across
geographies:

Problem:
Bilingual laws aren’t applied consistently in various geographies contexts,
like urban and rural areas. Compared to metropolitan urban areas, the rural
areas which frequently have a higher proportion of indigenous population, face
different obstacles that are not as prevalent in urban settings.

These difficulties can include a lack of
funding, difficulty finding certified multilingual educators, and less
oversight or support from the government.

There is significant challenge in ensuring
that teachers are trained to deliver bilingual education effectively,
especially in indigenous languages.

Objective:
to determine how these differences in teacher training quality impact the
implementation and success of the bilingual programs in different settings

Impact: If
bilingual education policies are not effectively implemented, especially in
rural settings, the risk of indigenous languages going extent increases.

Specifically, children in these communities
may not receive adequate education, impacting their ability to succeed
academically and socially.

2. Community engagement and cultural
practice:

PROBLEM- the acceptance and effectiveness of bilingual education are heavily
influenced by community attitudes and cultural practices. There can be
resistance, skepticism, or lack of engagement from these communities(specially
in rural areas)which undermines the potential success of these bilingual
educational policies.

Objective: how community and cultural practice affect the implementation and
outcomes of bilingual education in different settings?

Why this matters?( ( INCLUDE IN THE
AIM ANR RESEARCH page, BRIEFLY)

Cultural preservation which is a
significant portion of Peru’s cultural heritage it relies around the
preservation of indigenous languages. For these languages to be preserved and
for future generations to continue using them, effective bilingual education is
essential.

Educational Equity: Achieving this requires
the implementation of strong and efficient bilingual education policy. The
realization of equal possibilities for academic success for indigenous and
non-indigenous student demands the implementation of supportive an
well-though-out educational policies.

5. Prior research ( approximately 3-4
pages)

– Explore existing research

-Highlight what has been studied before and
identify GAPS IN THE LITERATURE.

-Show how my research is positioned within
the academic conversation

-Summarize and critically analyze previous
findings.

6. Theory ( approximately 3-4 pages)

-INTRODUCE AND EXPLAIN THE CHOSEN
THEORIES

A) Sociocultural Theory: Originally
developed by Lev Vygotsky,

B) Language Planning and Policy (LPP)
Theory

SUGGEST MORE IF ANY IDEAS, NO MORE THAN 3.

7. Methodology (approximately 2-4
pages)

(SECONDARY RESEARCH METHOD, RESEARCH BASED
ON ALREADY EXISTING LITERATURE)

Qualitative secondary research.

-justify why its suitable for the study

-Explain how literature is sourced

-Outline the steps for content analysis and
content of literature analysis

-Limitations: acknowledge the limitations
of a literature-based approach

8. Findings and analysis description (approximately
3 pages):

– Teacher training and implementation:
analyze the findings related how teacher training affects the implementation of
bilingual education in different settings in Peru

-Community engagement and cultural
practices: Discuss how community attitudes and cultural practices impact the
acceptance and success of bilingual education, discuss also the challenges.

-Discuss the implementation of bilingual
education in Urban vs Rural areas:

Present comparative findings on how
bilingual education policies are applied in urban and rural areas.

-Synthesis of key themes.

9. Conclusion (approximately 2 pages)

– conclude the discussion and the
discussion

-summary of key findings

-contribution of the research

-implication for policy and practice:
suggest how these findings can inform the improvement of bilingual education
policies and practices.

-Recommendations for future research.

-Final thoughts

10. References

11. Possible appendices