Table Of ContentLanguage Ideology, Policy
and Planning in Peru
MULTILINGUAL MATTERS
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MULTILINGUAL MATTERS: 161
Language Ideology, Policy
and Planning in Peru
Serafín M. Coronel-Molina
MULTILINGUAL MATTERS
Bristol • Buffalo • Toronto
To my parents Irineo and Felícita, for teaching me
the power of education.
To my daughter Flor de María, for her patience and understanding of
my long absences while I was working on this book.
To my fellow Quechua speakers who constantly struggle
to keep our language alive.
Library of Congress Cataloging in Publication Data
Coronel-Molina, Serafín M.
Language Ideology, Policy and Planning in Peru/Serafín M. Coronel-Molina.
Multilingual Matters: 161
Includes bibliographical references and index.
1. Language policy—Peru. 2. Language planning—Peru. 3. Language and culture—Peru.
4. Sociolinguistics—Peru. I. Title.
P119.32.P4C67 2015
306.44'90985–dc23 2015015286
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78309-424-0 (hbk)
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Copyright © 2015 Serafín M. Coronel-Molina.
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Contents
Figures and Tables ix
Acknowledgments xi
Foreword xiii
Part 1: Setting The Scene
1 Why Study a Language Academy? 3
Why Use an Ethnographic Approach? 6
What Do I Want to Know? 7
Methodological Paradigms 8
Data Collection 10
2 Theoretical Paradigms: Dynamics of Language Change 19
Language Attitudes and Ideologies 19
Language Dynamics: The Circle of Life 21
Language Policy and Planning 23
3 What are Language Academies Good For? 31
A Quick Trip Around the World 31
A More Leisurely Tour: Points of Interest 34
4 Language Policy and Planning in Peru: A Brief History 45
LPP in Incan Times 45
LPP in Colonial Times 48
LPP from Independence to Contemporary Times 56
Part 2: H igh Academy of the Quechua Language:
Foundations
5 Quest for Official Recognition 75
Founding the Academy as an Institution 75
Establishing a Home for the Academy 84
v
vi Language Ideology, Policy and Planning in Peru
6 Anatomy of an Academy: Structure, Membership, Statutes 88
Academic Assembly 88
HAQL Statutes over Time 100
Part 3: I nventing Tawantinsuyu and Qhapaq Simi:
Ideologies of the HAQL
7 Imagining a ‘Nation’, Idealizing a Language 107
Imagining a ‘Nation’ 108
Rising in the East: ‘Eastern’ vs. ‘Western’ Nationalism 110
Hand in Glove: Language and Nation 116
The Purest Language 117
8 Constructing and Deconstructing Expertise 126
Just Who is the Expert Here? 126
Top-Down Over Bottom-Up? 130
Validating Expertise: Does Research Help? 133
9 Allies or Enemies? Collaborating with the HAQL 142
Government Collaborations 142
Community Outreach 144
Institutional Collaborations 148
Regional Affiliates 152
Part 4: E mpowering Inca Quechua: Language Planning
à la HAQL
10 Status Planning with the HAQL 159
Status and the Law 159
Status and Society 164
In Summary: Expanding Domains of Use 174
11 Corpus Planning’s Alphabet Wars: Quechua Graphization 177
Internal Debates 178
External Conflicts 182
Graphization and the HAQL Statutes 193
12 Standardizing and Modernizing Quechua: An Ongoing Dilemma 196
Decisions, Decisions: What Standard to Choose? 196
‘Make It So’: Codifying the Standard 200
Today, Tomorrow and Beyond: Modernizing the Language 201
Neologisms and Loanwords 204
Renovation 211
In Summary: Revitalized or Not? 211
Contents vii
Part 5: S preading the Language of the Apus:
Acquisition Planning and Revitalization Struggles
13 Preparing for Pedagogy 217
Preparing for the Classroom 219
Creating the Centro de Enseñanza of the HAQL 221
Curriculum 223
Cost of Studies 225
Curricular Goals 226
Student Perspectives on the Curriculum 227
Instructor Qualifications and Course Programming 229
14 Learning Quechua with the HAQL 231
First Level Quechua Class (Introductory) 231
Third Level Quechua Class (Intermediate) 233
Sixth Level Quechua Class (Advanced) 238
In Summary: Acquisition Efforts 241
15 Where Do We Go From Here? Final Thoughts and
Recommendations 246
HAQL and Language Policy and Planning in Peru 246
Recommendations and Suggestions for the HAQL 247
Local and Global Implications of the Study 252
Future Directions 255
Appendix 1: Log of Audio-Recorded Data 257
Appendix 2: Publications Associated with the HAQL Related
to Status, Corpus and Acquisition Planning 260
References 269
Index 281
Figures and Tables
Figures
Figure 2.1 T he circle of language life in contact situations.
The dotted arrows generally indicate a process of
negative language shift, although in some cases shift
can occur in both directions (shown by double-headed
arrows). The solid lines indicate specifically positive
directions of shift 22
Figure 4.1 L inguistic classification of Quechua dialects 47
Figure 5.1 L ocation of Cuzco relative to the South American
continent 85
Figure 5.2 S ign for the HAQL’s former office in the Galerías
Turísticas. The current location of the HAQL is Calle
Chaparro 231 86
Figure 5.3 Q uechua Teaching Center of the HAQL. The photo
on the left is the sign in Quechua and Spanish; the
photo on the right is the façade of the building 86
Figure 6.1 O rganizational chart of the HAQL. As of July 2013,
these Statutes were still being used (translation mine) 89
Figure 6.2 H AQL library 92
Figure 7.1 Women and men ‘costumed’ for Inti Raymi parade 113
Figure 8.1 Official seal of the HAQL 130
Tables
Table 2.1 Functional domains of language use 26
Table 5.1 Laws affecting the legal status of the HAQL 82
Table 8.1 Conferences sponsored by HAQL 134
ix
x Language Ideology, Policy and Planning in Peru
Table 10.1 L aws and government decrees influenced by
the HAQL 161
Table 11.1 A lphabets used by different entities 182
Table 12.1 Grammar terminology in Cuzco Quechua 208
Table 12.2 Mathematical terminology in Cuzco Quechua 209
Acknowledgments
I would like to express my gratitude to several people and institutions that
provided me with their invaluable support throughout all the years I have
been working on this book. I would like to offer very special thanks to my
former professor and advisor, Nancy H. Hornberger, for her tremendous
support and encouragement both academically and personally through
the years.
My thanks also go to Teresa McCarty, whom I admire and respect
deeply, for her tireless support and encouragement all these years as a mentor,
advisor, collaborator and friend.
Another person who has had a great influence on my academic life is my
compatriot, professor and mentor, Rodolfo Cerrón-Palomino. My deepest
gratitude goes to him for helping me discover my potential as an academic
and a researcher, and for giving me the opportunity to prove myself in the
field. He shared his profound knowledge of theoretical linguistics, especially
Andean linguistics, and taught me the value of preserving and revitalizing
my native language, Quechua.
Of course, without the generosity of the members of the High Academy
of the Quechua Language (HAQL) in Cuzco in opening their doors to me,
I would not now be writing these words. I am indebted to them for letting
me in to observe first-hand how they work and what they believe. Likewise,
I would like to thank all of the generous consultants – of the Academy, of
other institutions and of the general public – who gave me their time and
insights during very lengthy, open-ended interviews. Paul Heggarty, a British
linguist who has spent considerable time in Cuzco with the HAQL, was
particularly helpful, not only with his own perceptions and observations,
but also in sharing with me a number of bibliographic materials I might not
otherwise have been able to find. I thank him for his time and his unstinting
collaboration.
I owe a special debt of gratitude to Jean Jacques Decoster, the then-director
of the Centro de Estudios Regionales Andinos ‘Bartolomé de las Casas’ (CBC)
and the Colegio Andino, as well as his staff, who so generously offered me
their time and assistance. Dr Decoster accepted my request for affiliation
with the CBC and for room and board there during my time in Cuzco. He
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