These efforts received considerable impetus from the
participation of members of the Bolivian Aymara community
in the Aymara Language Materials Project at the Univer-
sity of Florida (see 2-4.12) and have continued under
the leadership of the Instituto de Lengua y Cultura
Aymara (ILCA) and the Instituto Nacional de Estudios
Lingifsticos (INEL) in La Paz. The Centro Pedagédgico

y Cultural de Portales in Cochabamba has promoted the
development of teaching materials in Quechua and Aymara
and is involved with ILCA and INEL in sociolinguistic
surveys to determine speaker attitudes toward education
in the two languages.

The government of Peru has recently embarked on
an educational development plan which includes primary
education in vernacular languages for those who do not
speak Spanish. Programs in Aymara have yet to be
developed but the government is financing the translation
into Spanish of the Aymara teaching and reference grammar
produced at the University of Florida (Hardman et al.

1975) for use in training teachers of Aymara children.
1-1.3 Monolingualism, bilingualism, and multilingualism

Figures for Aymara monolingualism, Spanish-Aymara
bilingualism, or multilingualism of other types are
either lacking or untrustworthy. The 1961 Peruvian

census indicated that of the total of 290,125 speakers

4