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Roundtable on the Dictionary of Americanisms

On Saturday May 22 in Unit Graduate School of Arts and Humanities of the Universidad Nacional Mayor de San Marcos was a panel discussion on the Dictionary of Americanisms (to say, a table of responses against emerging criticism about by scholars), led by the Director of the Peruvian Academy of Language Marco Matos and with the special participation of Julio Calvo. Then introduce the video and then make an assessment.

Rosa Carrasco and Maria del Carmen La Torre

Juan and Julio Quiroz Calvo

This table has responded to criticism arose against the Peruvian Academy of Language Academy for criticizing Matritense not to accept a considerable part of Peru. You know, that critics have not only sided with Spain, with the Cuban Humberto López Morales, who attributed full responsibility to the poor organization of the team work of our country but also in our context, next-Palomino Cerrón climber who attributes it is a great lexicographical work but still leaves much to be desired and is only a first pilot phase is expected soon improved editions.

But I think the criticism of Humberto Lopez Morales has been well received by the Peruvian team, as they assume full responsibility for what happened, but as one of the speakers stressed: "In a work of great magnitude, which employs all constituent colleges, you can not blame these errors to the editor ".

But again there is some suspicion about what criteria existed for the selection of the corpus of the Peruvian team. And I think that the suspicions are well founded, since one can not explain how they have accepted (the Academy of Madrid) Peruvianisms some entries and not others, also on the correction of certain entries for some cases but not others if they are based on the same criteria of lexicographic analysis.

There were not many complaints about the special treatment diatopic brand, for being a collective work in which there is no way to bring together all members of the teams of the 22 academies is very abstruse carry out a thorough analysis . Here too I agree that much better is that the entry or the meaning that the brand is not only diatopical "Peru."

Julio Calvo I think is very sensible to say something very important and I think that seals the discussion on Matritense Peruvian faces' must see the contribution of the work generally, and not so dialectically. "

Federal Standard 595a

Dr. Fernand de Varennes Linguistic Rights expert visits Peru

Peruvians What do we know about our language rights? What we are aware of their rights and protect us protecting our exercise of power talk our mother tongue freely?

The arrival from Australia of whom is now considered one of the experts on language rights in the world brings up these questions. The visit of Dr. Fernand de Varennes to Peru is fundamental to become aware of this valuable information, this includes those who have Castilian as their mother tongue and for Peruvians whose native language is one of the many native languages \u200b\u200bof the country.

Dr. De Varennes is a lawyer and university professor at Murdoch University in Australia. In 2004 he received the Linguapax (Barcelona, \u200b\u200bSpain) as recognition his exceptional work in the field of linguistic diversity and multilingual education. He has worked with numerous organizations such as the Law Working Group of Minorities of the UN, UNESCO and the High Commissioner for Minorities of the OSCE. He was Director of Asia-Pacific Centre for Human Rights and the Prevention of Ethnic Conflict Founder and Chief Editor of Asia-Pacific Journal on Human Rights and the Law. It also received the prestigious Fellowship of the Tip O'Neill Peace in the INCORE (Initiative on Conflict Resolution and Ethnicity) in Derry, Northern Ireland, and was nominated in 2004 for the Gwangju Prize for Human Rights (Gwangju, Korea South).

Dr de Varennes is known internationally for his research in international law, human rights, minorities and ethnic conflicts, and has worked with numerous international organizations such as the Working Group on the Rights of Minorities of the UN, UNESCO and the High Commissioner on National Minorities of the OSCE. Is a consulting member of numerous research centers and journals around the world. He has taught at many institutions of different countries and universities in Tokyo, Japan, in Kathmandu in Manado, Indonesia, South Korea, in Pretoria, South Africa, in Bolzano, Italy, Bilbao, Pécs in Hungary, the Sorbonne in Paris , France, in Sarajevo, Bosnia, and Finland.

has published five books and over sixty scientific papers and reports. His major publications include a series of reports for Minority Rights International on minorities in Southeast Asia, Central Asia and East Asia and a UNESCO report on the rights of migrant workers. Currently working on a new book on language rights and a series of three volumes on ethnic and internal conflicts in the world. His works have been published in twenty languages \u200b\u200b(Albanian, Armenian, Azeri, Catalan, English, farsi, French, Georgian, German, Hungarian, Indonesian, Irish, Kurdish, Japanese, Latvian, Macedonian, Romany, Romanian, Russian, Slovenian, English, Swedish and Turkish).

Dr de Varennes
stands now as one of the legal experts on Linguistic Human Rights in the world. The reason for his visit is to inaugurate the Second Degree in Indigenous Rights, Intercultural and Environment. His two lectures will be held the first in the Congress in Lima, "The linguistic rights of indigenous peoples in the light of international law" and the second lecture will be May 28 in Cusco, the Inca Museum through the Universidad San Antonio Abad of Cusco, and is entitled Language and Power: The Importance of language rights for indigenous people. Efforts to bring the expert have been made by the professor of the University of New York Miryam Yataco who is an international consultant on issues of EIB and linguistic rights.

For more information about the presence of Dr. De Vareness in South America and Peru, contact Miryam Yataco at 9-9247-3551 or e-mail address derechoslinguisticos@yahoo.com

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Presentation of the book say and shut up. Language, fairness and academic activities to

From left to right: Ricardo Cuenca , Pepi Patrón, Fidel Tubino, Cordova and Virginia Zavala Gavina

Source: Phd. Miryam Yataco

the book launch here say and shut up. Language, fairness and power in the Peruvian university

words of the authors: Virginia Zavala and Gavina Cordova

some appreciation and I will review this book I just finished reading it. The first impressions that come to light are the prevailing dilemmas that surround the entire text: Is it better to be silent about the problems of "others"-that concerns us, really-? Is it appropriate to speak, protest, defend autonomy does not own?, In relation to us, why keep quiet and ignore my uniqueness as a human being: my language, my culture, my religion and my gender? But ... and if I speak with "mote" They end up making fun of me Do you become academic the solution is not to marginalize me? (Myth of higher education), questions that ask students themselves parochial.

In an article by Pepi Patrón "The universality of human rights and the particularity of their homework." In a society in which we speak of "respect for others' rights" is a sputtering for any individual, if the rights are not designed for duties that involve "compromise", "action" and "strengthening" the way is sought as an ideal, it will be impossible. I, as Patron, if there is no internalization of this principle, you can not talk about the search of equities social welfare, much less be possible to this ideal state with a "minimal" (passive). So then, let us start from this point.

When I read an article by James Crawford in "The United States bilingual education: policy versus pedagogy," a question arose me about sociolinguistic ideology of bilingual education: perhaps would be inconsistent policies favoring bilingual education instruments of integration of new language patterns, cultural pragmatic and a mother tongue, only to ensure access to a system beneficial sociocultural others? I think it is beneficial, but do not imply the deshapego of the self, language and culture? So I see the book of Zavala and Cordova? Realize this dilemma and suggest practical and other literate contextualized. Here is my review: The aim of

ÑAN HATUN criticize and overcome racism and the inability to recognize ourselves as multilingual and multicultural societies. One way is for students to internalize the "appropriate" for each context. The text presents a case study at the universities of San Cristobal de Huamanga (Ayacucho) and San Antonio de Abad (Cusco), which highlight the cases of Emilia and Felix, two law students and Literature, respectively.

For Emilia, presents a tension between the discourse that she values \u200b\u200band believes the most appropriate way to reach a correct understanding, we find this knowledge in personal and observational experience, and what the academic community believes as correct, namely, the knowledge from a range of voices (authorities) that supports the author's voice. So what makes Emilia to release their repressed emotions and leave alone the "fight" is in your mind, is to produce "self-generated texts"-in an academic journal expressing their voice in opposition to the voices of authority. At this point Zavala narrows as well, the confusion is about how to articulate their voice with the voices of the authorities, not from the lack of familiarity with the academic text for these students if they read and study, but of the lack of clarification provide teachers on the subject.

Then, in the case of Felix shows the same voltage as Emilia, but now with the tension that exists in covering the academic language with a poetic language which, according to Felix, is a nice way to return the academic language, it is so cold and dry "does not feel like it" that also not received adequate responses why the teachers should be written in a scholarly way and not the other way. This emphasizes that the teacher should avoid using "institutional practice of mystery" and to make explicit the objectives that have every legal practice, and not assume that literate practices are "common sense" as the cultural and linguistic context in which they work (University) is diverse. That is, they must teach academic literacy in a more explicit so that they do not acquire a process full of conflicts and tensions within the text.

This is a great contribution this secret crush institutional "showing that identities are seeking to become literate practices to improve the process of socialization. Also, consider that literate practices are "cultural ways" and emphasize "cultural", ie every culture has particular literate practices, and should not be seen as common sense, that is, as one way of approaching the texts. One of the following ideas presented by the authors is culminating to point out what is what you should pay most attention. Quote:

"not enough to have encoding and decoding skills, it is important to learn to use literate practices involved and, especially, make sense, that these acquired in these areas [social] "(Zavala 2010: 134)

Some final thoughts about it is to see that being in college is to interact with diverse perspectives and this is to make a more democratic academic space ("decolonizing the university") and also expand the field of modern Western science to allow the entry of banned domains such as emotion, intimacy, common sense, ancestral knowledge and the body and, therefore, examine what counts as relevant knowledge within and across disciplines to "unlock" the conventions of academic writing new forms of meaning. (Zavala 2010: 151)

Another fear which has the student is on the racism that exists to be in college, when they just enter those thinking about buying a certain social status not to be excluded and that they emotional and linguistic conflict arises. For this reason, the appellant sought-colonialist ideology and still maintains, was to achieve the dream of leveling "which stipulates that the development of the academic evolution occurs only by a road (monolingual political hegemony in some contexts, bilingual assimilationist policy in others). So Hatun Nan program intended as a challenge to be alert to these policies.
Even though I started from the end of this review, it was with the intention to understand something that seemed contradictory when I got to the last pages of this book. Quote:

"So instead of taking a critical perspective to deconstruct the ideologies that positions itself as" inferior "students have internalized the discourse of" appropriate "for context (Fairclough 1995), often does not help to understand the structural causes of the problem of discrimination [...] This discourse of propriety or correct " for each space reduces the possibility of citizenship, to affect the spontaneous activity of the identities and, therefore, compelling personal and collective freedom. " (Zavala 2010: 44)

I think it's bad behavior to adapt the language to the context, but this is a serious suit because of racist inequities. So the authors show how this practice is attributed to a natural phenomenon as the second language learning: the motoseo. So one way to acquire new space for the constitution of Quechua, is determined by how it analyzes the situational spaces in which at least shows discrimination and, from there, working on the establishment of linguistic revaluation practices. I think it is interesting this point, so for example the authors show a series of language games, as the jokes on that show a minimum of racism.

Bibliography

Crawford, James

2005 "Bilingual Education in America: Politics 'versus' pedagogy." multilingual education in Spain and Latin . Madrid: Editorial Dykinson.

pattern, Pepi
2000 "universality and particularity rights duties ", twentieth century philosophy. Balance and perspectives . Lima: Fondo Editorial PUCP.

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Synopsis

The book is about the biases that are built around the language at the Universidad Nacional San Antonio Abad in Cusco, and the Universidad Nacional San Cristobal Huamanga in Ayacucho. Examines the conflicts over motoseo, the use of Quechua and scholarly writing to demonstrate how they all serve as a basis for generating serious exclusions among students.

Defining language as that instance which provides a set of resources and practices that are ideologically defined, this paper shows how, from linguistic, racial categories are camouflaged and cultural discrimination that takes place goes much unnoticed. Made under the affirmative action program HATUN ÑAN, this study seeks to bring the academic and political agenda the importance of the uses of language into the debate on the need for multiculturalism in higher education.