Desde el año 2001, integrantes del pueblo originario shipibo-conibo —grupo étnico de la Amazonía peruana— se establecieron en el mercado público de Cantagallo en el distrito del Rímac, Lima-Perú. Desde su llegada, a lo largo de diferentes etapas, los shipibos se han establecido y desarrollado en este espacio y han intentado mantener su cultura, costumbres y tradiciones junto con su lengua de origen. Sin embargo, no se sabe en qué medida los jóvenes han mantenido su cultura y su lengua originarias. Por ello, se explorarán las percepciones de los adolescentes de la comunidad shipibo-conibo de Cantagallo respecto a su idioma, pues son los herederos de dichas tradiciones, costumbres, modo de vida y cultura que mantienen en esta ciudad. El método que se utilizó para la presente investigación fue cualitativo por lo que se realizaron entrevistas estructuradas. Los resultados muestran que los adolescentes utilizan la lengua shipibo-conibo con su familia y amigos dentro de la comunidad; sin embargo, factores como la discriminación, desinterés, vergüenza, entre otros representan una amenaza para la vitalidad de la lengua shipibo-conibo. / Since 2001, members of the shipibo-conibo indigenous people —an ethnic group originally from the Peruvian Amazon— settled in the public market of Cantagallo in the district of Rimac, Lima-Peru. Since their arrival through many years, they have settled and developed in this location, trying to maintain their culture, customs and traditions along with their native language. However, it is unknown how young people have maintained their native culture and language. As a result, we explore the perceptions of the adolescents of the shipibo-conibo community of Cantagallo regarding their language, since they are heirs of those traditions, customs, lifestyle and culture that they maintain in this city. The method used for the present research was qualitative, so in-depth interviews were conducted. The results showed that adolescents use the shipibo-conibo language to communicate with their relatives and friends of the community. However, factors such as discrimination, disinterest, embarrassment, among others, represent a threat for the preservation of the shipibo-conibo language. / Trabajo de suficiencia profesional

In this study, the perceptions of 42 teachers—from the Stann Creek District, Belize—regarding the implementation and use of Intercultural Bilingual Education (IBE) as a language preservation tool in their schools were examined. Intercultural Bilingual Education (IBE) is a teaching method that aims at promoting the preservation of indigenous languages by integrating an indigenous language and culture into the academic curriculum, such that students can develop a better appreciation of their history and traditional practices. To examine the perspectives of teachers regarding IBE, Q Methodology was used to examine the research question: What is the range of perspectives teachers hold regarding IBE as a language preservation tool? From participant interviews and responses to an open-ended prompt centered on the research questions, the researcher developed a 40-item Q sample comprising statements that represented distinct perspectives on the use of IBE as a language preservation tool. Forty-two participants then sorted these 40 statements within a forced distribution grid that ranged from “most like my perspective” (+4) to “least like my perspective” (-4). These 42 Q sorts were then correlated; the correlations were then analyzed and rotated using PQ method software. Four factors were extracted from this process and they were converted to factor arrays resembling the same initial forced distribution grid. Based on an interpretation of the holistic configuration of these factor arrays and descriptive comments from participants concerning their sorts, these factors were named as: Strongly Supported IBE (Factor 1), Strongly Opposed but Conflicted about IBE (Factor 2), Cautiously Optimistic about IBE (Factor 3), and Supported IBE for Intergenerational Language Transfer (Factor 4). Implications from this study for administrators of similar programs include the importance of understanding teacher beliefs regarding their preparedness to deliver an IBE curriculum as well as their perceptions regarding the usefulness of such an approach, particularly given the additional instructional time needed to deliver it.