Bridging Cultures: Kichwa Language Education at Michigan State University
– Imanalla, ñukaka Micaelami kani (“How are you? My name is Micaela”), says the teacher at the start of the Kichwa class.
– Ñukaka alli kani, yachachik Micaela (“I’m fine, Miss Micaela”), respond the students.
This exchange marks the beginning of a unique educational experience at Michigan State University (MSU), where Kichwa, an indigenous language from the Andes, is being taught thousands of miles away from its homeland. For teachers like Micaela Jerez Masaquiza and Elsa Caín Yuqilema, this endeavor transcends mere instruction; it is a powerful act of cultural preservation and resistance against displacement.
The Journey of Micaela and Elsa
Both Micaela and Elsa arrived in East Lansing, Michigan, as Foreign Language Teaching Assistants (FLTAs) through the Fulbright program. Their journey began in the Ecuadorian Andes, where they learned Kichwa from their parents and grandparents. This language, a variant of Quechua, is deeply rooted in Inca culture and has been spoken for over 500 years. While they grew up using Kichwa at home, they also learned Spanish as a second language and later English, aiming to enhance their job prospects.
Expanding Horizons
At MSU, Micaela and Elsa have not only taught Kichwa but have also deepened their understanding of their own cultural heritage. Their classes have opened the eyes of students like Julia Tehauno, who remarked, “Many people here have an overly romantic idea of what it means to be indigenous. These classes broadened my view of the world.” This exchange of knowledge fosters a richer understanding of indigenous cultures among a diverse student body.
Community and Belonging
Micaela and Elsa found a supportive community through the indigenous student organization Timetzalimet, which provided a safe space within MSU’s predominantly white environment. This organization allowed them to reflect on the challenges facing indigenous cultures while sharing their own experiences and traditions with the broader community.
The Demand for Indigenous Languages
While many students express interest in learning languages like Arabic, Italian, or Japanese, the demand for indigenous languages often goes unmet. Diana Cisneros, a graduate of Linguistics at MSU, explains, “There are not many universities or programs that promote them, so there are not many options for students.” This gap highlights the need for greater representation and resources for indigenous languages in academic settings.
Cultural Ceremonies in a Foreign Land
In a striking display of cultural pride, Micaela organized a ceremony on campus, featuring the Inca cross, or chakana, adorned with colorful petals and traditional decorations. As the sun set, she led a ritual honoring Mother Earth, translating the words of a yachak (shaman) for attendees. “Now you know that there is a small Kichwa town called Salasaka in Ecuador,” she proclaimed, holding up the Ecuadorian flag, symbolizing her connection to her roots.
The Vulnerability of Kichwa
Elsa emphasizes the fragility of Kichwa, stating, “When a language is lost, so is the culture.” She walks around campus in her traditional Puruhá clothing, reminding others of the importance of cultural identity. UNESCO reports a rapid decline in indigenous languages across Andean countries, driven by migration and the perception that these languages are secondary to Spanish. Despite Kichwa being an official language in Ecuador, its speakers are dwindling, as evidenced by the 2022 census showing a decline in the number of Kichwa speakers.
The Impact of Language Loss
Elsa notes that in some regions, Kichwa is no longer part of daily life. Young people often do not learn the language from their parents, as Spanish and English dominate. The pressure to conform to linguistic norms can lead to feelings of inadequacy. “It is normal that our Spanish is not perfect, but we are still criticized by Spanish speakers,” she says, advocating for a balanced understanding of linguistic identity.
Teaching as Resistance
Micaela and Elsa’s roles as Kichwa teachers at an American university represent a significant act of cultural resistance. In a world where indigenous languages face extinction, their efforts to teach Kichwa become a form of cultural affirmation and hope. “Although I am far from my people in this foreign country, I resist,” Micaela asserts, embodying the spirit of resilience that characterizes their mission.
Through their work, Micaela and Elsa not only teach a language but also inspire a movement towards cultural preservation and understanding, bridging the gap between their Andean heritage and a new audience in the United States.
