【新译 X 世界】NO.70: 拯救盖丘亚语

01。

Quechua’s history is long, its trajectory diverse. According to the estimates of historical linguists, it dates back to a small area in the central Andes, in what is now Peru. Over the course of some 1,000 years, it was common for Quechua speakers to be in close contact with speakers of Aymara, another indigenous language in the region, and this has very much influenced its trajectory. There’s been a kind of bifurcation in Quechua. One could say that the diversity of Quechua weakens its chances of survival to some extent. An example of this is that the Peruvian government has mainly focused its preservation efforts on the southern varieties of the language and less on those that are concentrated in central Peru.

盖丘亚人的历史悠久，发展轨迹多样。根据历史语言学家的估计，它可以追溯到安第斯山脉中部的一个小地区，也就是现在的秘鲁。在大约 1000 年的时间里，说克丘亚语的人与说该地区另一种土著语言艾马拉语的人密切接触是很常见的，这在很大程度上影响了它的发展轨迹。盖丘亚人出现了一种分歧，其多样性在一定程度上削弱了它的生存机会。这方面的一个例子是秘鲁政府主要将其保护工作集中在该语言的南部变体上，而较少集中在秘鲁中部的那些上。

02●

Many rural Andeans, thinking it best for their children, tell them they won’t get anywhere in life without Spanish and more and more frequently refuse to speak Quechua with them. The paradox here is that among more educated people, there’s currently a strong push for language revitalisation. But away from the urban elites, ordinary people aren’t aware of this, said Howard. “The people who push for language revitalisation tend to be the more educated people who are bilingual. They have acquired Spanish through migration to the cities and getting into higher education.”

许多安第斯农村人认为这对他们的孩子最好，告诉他们如果没有西班牙语，他们将一事无成，而且越来越频繁地拒绝和他们说盖丘亚语。这里的悖论是，在受过更多教育的人中，目前正在大力推动语言振兴，但远离城市精英，普通人并没有意识到这一点。推动语言振兴的人往往是受过良好教育的双语人士。他们通过移民到城市并接受高等教育而获得了西班牙语。

03●

Multilingual education (MLE), which allows children to learn in their mother tongue throughout early years of schooling, while gradually introducing the official language as a second language, has been in place for all indigenous people in Bolivia since an education reform in 1994. But while the aim was to encourage cultural understanding and promote a more respectful society, Howard is critical of how MLE was rolled out in Bolivia. “One of the reasons those programmes don’t work fully is that the indigenous people feel yet again is that it’s a way of keeping them separate from society.” For Howard, the protection of indigenous languages is a matter of human rights: “It comes home to how unjust it is that people should live in a society where they have been forced to abandon those languages or suppress them in favour of speaking this dominant tongue”.

自 1994 年教育改革以来，多语言教育 (MLE) 允许儿童在整个早期教育阶段以母语学习，同时逐渐将官方语言作为第二语言引入，该教育已在玻利维亚的所有土著人民中实施。但是，尽管目的是鼓励文化理解和促进更加尊重的社会，霍华德对 MLE 如何在玻利维亚推出持批评态度。“这些计划不能完全发挥作用的一个原因是，土著人民再次感到这是一种让他们与社会分离的方式。”对于霍华德来说，保护土著语言是一个人权问题：“人们应该生活在一个被迫放弃这些语言或压制它们以支持使用这种主导语言的社会中，这是多么不公平。 ”

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