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This paper analyzes how some countries and regions in Latin America and Europe (Peru, Bolivia, Paraguay, Catalonia, Luxembourg and Scotland) have set a precedent in valuing linguistic diversity by establishing policies that have allowed indigenous and minority languages to be empowered, protected and spread over their territories (Weber, 2014; Coronel-Molina & McCarty, 2016). It also examines how governmental programs have been implemented in order to allow speakers of these languages to attend school in the language that best meets their needs. The research provides a critical approach in order to know to what extent the implementation of such policies has been effective (Ricento, Peled & Ives, 2015). On the other hand, it investigates the steps that institutions have taken to give indigenous languages a relative presence in the educational context in Mexico. A core focus of the study is the comparison between foreign language policies in order to understand which of these paradigms may have implementation in Mexico (Lara, 2006). It also collects data in the form of ethnographic research performed in Mexico with policy-makers, scholars, university students and teachers who are native speakers of indigenous languages and who study/work in higher education (McCarty, 2011; Hult & Cassels, 2015). The study aspires to know not only the opinion of those who are involved in policy making but also of those who comprise the target population. Up-to-date analysis has shown the need: 1) to foster on-going appropriate curriculum development constructed from the indigenous standpoints and through community engagement; 2) to find common paths between the two levels of action: policy/government – education/people; 3) to draw attention from the macro perspective to the regional and local levels and 4) to increase awareness about the fact that not all indigenous languages in Mexico need the same approach in language policy.

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Daniel Isaac Hernández Espíndola (Spain)
Universitat Autònoma de Barcelona (UAB) (Spain) 6790
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