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Información
Biográfica
Ofelia
García ha tenido una distinguida carrera comprometida con
la práctica de la enseñanza y la educación de docentes en
comunidades urbanas, en particular de docentes bilingües.
Actualmente es Profesora de educación bilingüe en el Instituto
de Formación Docente (Teachers' College) de la Universidad
de Columbia en el Departamento de Estudios Internacionales
y Transculturales. También es co-directora del Centreo de
Lenguas y Alfabetización Múltiple. Antes de incorporarse al
Teachers' Collage, fue Decana de la Escuela de Educación de
Campus Brooklyn de la Universidad de Long Island, donde con
generoso financiamiento de la Fundación Henry Luce, fundó
el Centro para Educadores Urbanos en septiembre de 2000. García
es co-editora de Spanish in Context y editora de Educators
for Urban Minorities. Desde 1981 a 1997, fue profesora de
educación en el City Collage of New York. Entre sus libros
se encuentran: The Multilingual Apple: Languages in New York
City, co-editado con el distinguido sociolinguista Joshua
Fishman (Mouton, 2da edición, 2001), Policy and Practice in
Bilingual Education: Extending the Foundations (Multilingual
Matters, 1995); English Across Cultures: Cultures Across English,
A Reader in Cross-Cultural Communication (Mouton, 1989); U.S.Spanish:
The Language of Latinos (Mouton, 1989). Además, ha publicado
más de 50 trabajos académicos en las áreas de bilingüismo,
sociología del lenguaje, Español de Estados Unidos, la educación
de las minorías lingüísticas, y educación bilingüe. Ha sido
Especialista Fulbright en la Universidad de la República,
Montevideo (1996) y Spencer Fellow de la Academia Nacional
de Educación (1985-88). También es miembro del comité editorial
del International Journal of Bilingual Education and Bilingualism
y está en el comité asesor de Second Language Instruction/Acquisition
Abstracts.
Abstract
The Americas
in the 21st century have been characterized by their growing
multilingualism and above all by the Spanish/ English bilingualism
of the Spanish speakers who come and go and bring and take.
This sociolinguistic situation of today bears little resemblance
to the Americas of the 20th century about which Sarmiento
said "In the north, English is spoken, and in the south Spanish
is spoken." This paper outlines the sociolinguistic situation
of the Americas from the 20th century to the present day and
emphasizes the different linguistic policies. We will analyze
in some detail the current situation where the speed and efficacy
of the systems of communication and transportation have generated
the possibility of not only linking the Anglo-Saxon America
with the Iberian America, but also cities with rural areas,
the mountains and coasts, the Southern Cone and the Caribbean,
the Pacific and the Atlantic, the South-West of the United
States with the North-West. In spite of the increased links
and convergence, the different sociolinguistic positions in
the US Anglo-Saxon world and the different Latin American
nations have different effects on the geostrategies that are
used today to face the growing multilingualism. We will compare
then, the Anglo-Saxon linguistic ecosystem with that of Latin
America, pointing out the different philosophical orientations,
reactions, and raisons d'être. We will conclude by paying
particular attention to the educational context, a crucial
medium for the bilingualism of a people. We will share the
lessons learnt in the years of bilingual education in the
United States, Latin America, Europe, and Asia. But above
all, we will concentrate of the need for Latin American countries
to walk down their own path in relation to bilingual and multilingual
education, taking into account their economic, social and
human possibilities.
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