Abstract

As is known, early childhood is the best time to introduce a second or even a third language. These considerations assume special relevance when the need to be fluent in a second language may be vital for social interactions or day-to-day communication. Chile is facing the continuous challenge of trying to revitalize Indigenous languages that have been in their twilight hour and almost lost within our culture. The government has taken many measures in this novel approach to revitalize Indigenous languages and educate a bilingual generation in the process. Unfortunately, due to the lack of concrete curricular measures, there is still room for improvement in this area. This chapter will examine government documents and experiences to review the path traversed, its future direction, the challenges this scenario presents, and the future research that may better inform new policies in this regard.