2025 IJRSE – Volume 14 Issue 13
Available Online: 10 July 2025
Author/s:
Dávalos, Susan
Duarte, Sara
Aguilera, Valeria
Cooch, Krishna
Pin, Wen-Liew
National Chengchi University, Taiwan
Abstract:
This paper presents a comparative analysis of intercultural bilingual teacher training policies and practices in Argentina, Chile, and India. While the three countries differ in historical and policy contexts, they share a commitment to preserving Indigenous languages and promoting inclusive education through community-based and multilingual approaches. The study highlights common strengths, such as legal frameworks recognizing Indigenous rights and the involvement of local educators, alongside persistent challenges including fragmented implementation, undervaluation of Indigenous knowledge, and limited pedagogical integration. Drawing on qualitative document analysis, the paper explores how each country’s experiences can inform more cohesive, culturally responsive teacher education systems that balance cultural preservation with the demands of competitive, standardized education.
Keywords: intercultural education, bilingual education, teachers’ training, indigenous people, language, elementary education
DOI: https://doi.org/10.5861/ijrse.2025.25203
Cite this article:
Dávalos, S., Duarte, S., Aguilera, V., Cooch, K., & Pin, W.-L. (2025). Intercultural bilingual training for teachers and related policies: Comparative study of Argentina, Chile and India. International Journal of Research Studies in Education, 14(13), 7-21. https://doi.org/10.5861/ijrse.2025.25203