Table of Contents

List of Figures List of Tables Acknowledgments Preface Part I. Setting the Scene Chapter 1. Why Study a Language Academy? Chapter 2. Theoretical Paradigms: Dynamics of Language Change Chapter 3. What are Language Academies Good For? Chapter 4. Language Policy and Planning in Peru: A Brief History Part II. High Academy of The Quechua Language: Foundations Chapter 5. Quest for Official Recognition Chapter 6. Anatomy of an Academy: Structure, Membership, Statutes Part III. Inventing Tawantinsuyu and Qhapaq Simi: Ideologies of the HAQL Chapter 7. Imagining a "Nation", Idealizing a Language Chapter 8. Constructing and Deconstructing Expertise Chapter 9. Allies or Enemies? Collaborating with the HAQL Part IV. Empowering Inca Quechua: Language Planning a la HAQL Chapter 10. Status Planning with the HAQL Chapter 11. Corpus Planning's Alphabet Wars: Quechua Graphization Chapter 12. Standardizing and Modernizing Quechua: An Ongoing Dilemma Part V. Spreading the Language of the Apus: Acquisition Planning and Revitalization Struggles Chapter 13. Preparing for Pedagogy Chapter 14. Learning Quechua with the HAQL Chapter 15. Where Do We Go From Here? Final Thoughts and Recommendations Appendix 1. Log of Audio-Recorded Data Appendix 2. Publications Associated with the HAQL Related to Status, Corpus and Acquisition Planning Bibliography

About the Author

Serafin M. Coronel-Molina is Associate Professor at Indiana University Bloomington, USA. He is a sociolinguist and educational linguist, who has worked in the field for over 25 years, and his research interests include language ideologies, language policy and planning, and language revitalization.

Reviews

This book is a timely and welcome contribution to sociology of language studies. Focusing on Peru, the author explores the relationship between language academies, as ideologically charged institutions, and language policy and planning. His engaging ethnographic study of the inner workings of the Quechua Language Academy of Cuzco turns a spotlight on the complex historical, political and cultural underpinnings of language ideologies in the southern Andes. -- Rosaleen Howard, Newcastle University, UK Coronel-Molina's insider perspective as Quechua speaker-teacher-scholar, his careful ethnographic work and penetrating analysis combine here for a unique in-depth look at Cuzco's historic and sometimes controversial High Academy of the Quechua Language. Highlighting challenges and tensions in ideologies and practices of its founders, members, and programs to the present day, he offers valuable implications not just for Quechua standardization, revitalization and teaching, but for the corpus, status and acquisition planning work of language academies wherever they are found. -- Nancy H. Hornberger, University of Pennsylvania, USA Engagingly written and meticulously researched, this rich, instructive ethnography takes readers directly into language planning and policy (LPP) as a complex and deeply ideological sociocultural process. Peeling back layers of history, linguistic practice, and power, Professor Coronel-Molina confronts directly the challenges inherent in status, corpus, and acquisition planning for a minoritized language. A major contribution to LPP research and practice, and to the field of applied linguistics. -- Teresa L. McCarty, George F. Kneller Chair in Education and Anthropology, University of California, Los Angeles, USA The author has created a comprehensive resource on language ideology, policy and planning in Peru that will serve as a model for how to carry out basic research on a language academy. This volume offers a substantive and critical assessment of HAQL, which merits consultation by any sociolinguist interested in carrying out research on the study of language academies and the appropriate procedures to follow in the maintenance and revitalization of endangered languages. Coronel-Molina has produced an outstanding resource for language planning, language policy, and practice. -- Frank Nuessel, University of Louisville, USA Language Problems and Language Planning 40:2