Marilyn S. Manley is Professor of Spanish and Chairperson of the Department of World Languages at Rowan University, where she teaches Quechua. She is the co-editor of Quechua expressions of stance and deixis, in Brill’s Studies in the Indigenous Languages of the Americas book series, 11, Leiden: Brill (2015).Chad Howe is Professor of Spanish and Director of the Latin American and Caribbean Studies Institute at the University of Georgia. He is the author of The Spanish Perfects (2013, Palgrave Macmillan) and co-editor of Lingüística de Corpus / The Routledge Handbook of Spanish Corpus Linguistics (2022, Routledge).

This volume is a groundbreaking contribution to Indigenous language education, addressing the challenges and possibilities of Quechua instruction and assessment across the Americas. By blending historical perspectives, decolonial approaches, and practical solutions, it provides a vital resource for educators, linguists, and policymakers committed to sustaining Quechua into the future.Serafín M. Coronel-Molina, Professor, Indiana University Bloomington, USAAn important volume on Indigenous language pedagogy and revitalization, bringing both seasoned and newer voices to the full array of Quechua teaching, learning, and assessment practices and proficiency in the US and the Andes. A cogent and supremely practical response to UNESCO's 2021 call for action on behalf of Indigenous language users and stakeholders. Nancy H. Hornberger, Professor Emerita, University of Pennsylvania, USAAn innovative and stimulating account of Quechua language teaching in its Andean homelands and among Andeans living in the US. Based on first hand research, the authors emphasize the need for culturally sustaining pedagogies, decolonial approaches, non-Westernised grammatical descriptions, and language-appropriate assessment tools, when teaching such an under-represented Indigenous language across a wide social field.Rosaleen Howard, Professor Emerita, Newcastle University, UK

• Part I: Looking to the future of Quechua language instructionChapter 1: Introduction: Looking to the future for Quechua language instruction and assessmentMarilyn S. Manley and Chad HoweChapter 2: Quechua beyond the Andes: Teaching and learning Indigenous languages in the United StatesAmérico Mendoza-MoriChapter 3: The history and development of intercultural bilingual education in Ancash, PeruFélix Julca-Guerrero and Laura Nivin-VargasPart II: Decolonizing Quechua language teaching and proficiency testingChapter 4: De-Westernizing grammar in the Quechua language classroomChad Howe and Bethany BatemanChapter 5: On Speaking Amazonian Kichwa authentically: Dilemmas for IRIS and ACTFL evaluative toolsJanis B. Nuckolls and Tod SwansonChapter 6: Assessing Quechua by its own standards: Adapting the ACTFL OPI Proficiency GuidelinesElvia Andía Grágeda and Marilyn S. Manley Part III: Authenticity versus standardization in Quechua language learning materialsChapter 7: Which Kichwa? Teaching Indigenous languages and working with and against dominant language ideologies in a small-scale textbook in EcuadorNicholas LimerickChapter 8: Heritage learners count: A Focus on language instruction for the revitalization of Southern QuechuaMarilyn S. Manley, Carlos Molina-Vital, and Alana DeLogePart IV: ConclusionChapter 9: ReflectionsPedro Ovio Plaza Martínez

Marilyn S. Manley is Professor of Spanish and Chairperson of the Department of World Languages at Rowan University, where she teaches Quechua. She is the co-editor of Quechua expressions of stance and deixis, in Brill’s Studies in the Indigenous Languages of the Americas book series, 11, Leiden: Brill (2015).Chad Howe is Professor of Spanish and Director of the Latin American and Caribbean Studies Institute at the University of Georgia. He is the author of The Spanish Perfects (2013, Palgrave Macmillan) and co-editor of Lingüística de Corpus / The Routledge Handbook of Spanish Corpus Linguistics (2022, Routledge).

This volume is a groundbreaking contribution to Indigenous language education, addressing the challenges and possibilities of Quechua instruction and assessment across the Americas. By blending historical perspectives, decolonial approaches, and practical solutions, it provides a vital resource for educators, linguists, and policymakers committed to sustaining Quechua into the future.Serafín M. Coronel-Molina, Professor, Indiana University Bloomington, USAAn important volume on Indigenous language pedagogy and revitalization, bringing both seasoned and newer voices to the full array of Quechua teaching, learning, and assessment practices and proficiency in the US and the Andes. A cogent and supremely practical response to UNESCO's 2021 call for action on behalf of Indigenous language users and stakeholders. Nancy H. Hornberger, Professor Emerita, University of Pennsylvania, USAAn innovative and stimulating account of Quechua language teaching in its Andean homelands and among Andeans living in the US. Based on first hand research, the authors emphasize the need for culturally sustaining pedagogies, decolonial approaches, non-Westernised grammatical descriptions, and language-appropriate assessment tools, when teaching such an under-represented Indigenous language across a wide social field.Rosaleen Howard, Professor Emerita, Newcastle University, UK

• Part I: Looking to the future of Quechua language instructionChapter 1: Introduction: Looking to the future for Quechua language instruction and assessmentMarilyn S. Manley and Chad HoweChapter 2: Quechua beyond the Andes: Teaching and learning Indigenous languages in the United StatesAmérico Mendoza-MoriChapter 3: The history and development of intercultural bilingual education in Ancash, PeruFélix Julca-Guerrero and Laura Nivin-VargasPart II: Decolonizing Quechua language teaching and proficiency testingChapter 4: De-Westernizing grammar in the Quechua language classroomChad Howe and Bethany BatemanChapter 5: On Speaking Amazonian Kichwa authentically: Dilemmas for IRIS and ACTFL evaluative toolsJanis B. Nuckolls and Tod SwansonChapter 6: Assessing Quechua by its own standards: Adapting the ACTFL OPI Proficiency GuidelinesElvia Andía Grágeda and Marilyn S. Manley Part III: Authenticity versus standardization in Quechua language learning materialsChapter 7: Which Kichwa? Teaching Indigenous languages and working with and against dominant language ideologies in a small-scale textbook in EcuadorNicholas LimerickChapter 8: Heritage learners count: A Focus on language instruction for the revitalization of Southern QuechuaMarilyn S. Manley, Carlos Molina-Vital, and Alana DeLogePart IV: ConclusionChapter 9: ReflectionsPedro Ovio Plaza Martínez

Marilyn S. Manley is Professor of Spanish and Chairperson of the Department of World Languages at Rowan University, where she teaches Quechua. She is the co-editor of Quechua expressions of stance and deixis, in Brill’s Studies in the Indigenous Languages of the Americas book series, 11, Leiden: Brill (2015).Chad Howe is Professor of Spanish and Director of the Latin American and Caribbean Studies Institute at the University of Georgia. He is the author of The Spanish Perfects (2013, Palgrave Macmillan) and co-editor of Lingüística de Corpus / The Routledge Handbook of Spanish Corpus Linguistics (2022, Routledge).

This volume is a groundbreaking contribution to Indigenous language education, addressing the challenges and possibilities of Quechua instruction and assessment across the Americas. By blending historical perspectives, decolonial approaches, and practical solutions, it provides a vital resource for educators, linguists, and policymakers committed to sustaining Quechua into the future.Serafín M. Coronel-Molina, Professor, Indiana University Bloomington, USAAn important volume on Indigenous language pedagogy and revitalization, bringing both seasoned and newer voices to the full array of Quechua teaching, learning, and assessment practices and proficiency in the US and the Andes. A cogent and supremely practical response to UNESCO's 2021 call for action on behalf of Indigenous language users and stakeholders. Nancy H. Hornberger, Professor Emerita, University of Pennsylvania, USAAn innovative and stimulating account of Quechua language teaching in its Andean homelands and among Andeans living in the US. Based on first hand research, the authors emphasize the need for culturally sustaining pedagogies, decolonial approaches, non-Westernised grammatical descriptions, and language-appropriate assessment tools, when teaching such an under-represented Indigenous language across a wide social field.Rosaleen Howard, Professor Emerita, Newcastle University, UK

• Part I: Looking to the future of Quechua language instructionChapter 1: Introduction: Looking to the future for Quechua language instruction and assessmentMarilyn S. Manley and Chad HoweChapter 2: Quechua beyond the Andes: Teaching and learning Indigenous languages in the United StatesAmérico Mendoza-MoriChapter 3: The history and development of intercultural bilingual education in Ancash, PeruFélix Julca-Guerrero and Laura Nivin-VargasPart II: Decolonizing Quechua language teaching and proficiency testingChapter 4: De-Westernizing grammar in the Quechua language classroomChad Howe and Bethany BatemanChapter 5: On Speaking Amazonian Kichwa authentically: Dilemmas for IRIS and ACTFL evaluative toolsJanis B. Nuckolls and Tod SwansonChapter 6: Assessing Quechua by its own standards: Adapting the ACTFL OPI Proficiency GuidelinesElvia Andía Grágeda and Marilyn S. Manley Part III: Authenticity versus standardization in Quechua language learning materialsChapter 7: Which Kichwa? Teaching Indigenous languages and working with and against dominant language ideologies in a small-scale textbook in EcuadorNicholas LimerickChapter 8: Heritage learners count: A Focus on language instruction for the revitalization of Southern QuechuaMarilyn S. Manley, Carlos Molina-Vital, and Alana DeLogePart IV: ConclusionChapter 9: ReflectionsPedro Ovio Plaza Martínez