HIGHLIGHTS
SUMMARY
National and regional policy developments suggest Quechua language education might be expanding from its traditional stronghold in rural areas to urban areas, from primary to secondary levels, and students might no longer only be monolingual Quechua speakers but also bilingual and second language speakers. Following recent shifts in family language policy (FLP) (King 2016), I examine how members of two Andean families socialize each other into various language practices and through them, engage in family and meaning-making with consequences for Quechua use and learning. I then examine how migrant bilingual youth like Daniel . . .
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