Mobile-assisted Indigenous Language Learning: RCT Evidence from a School-based Intervention in Peru

This study presents the results of an experimental evaluation of a pedagogical intervention based on the mobile application Quechua Collao, designed to strengthen Quechua language skills as a second language among primary and secondary school students in public schools with an Intercultural Bilingual Education (IBE) approach in Peru. The intervention combined the use of the app with a pedagogical guide and teacher support. Results showed improvements in reading, listening, and speaking skills, with an overall impact of 0.137 standard deviations (SD) on a general assessment, and even larger effects (0.330 SD) on a test aligned with the apps content. In addition, increases were observed in the use of Quechua both in public spaces (0.187 SD) and in interactions with individuals outside the family setting (0.176 SD). These effects were more pronounced among students who were initially less proficient in Quechua, suggesting a contribution to processes of language revitalization. While no significant changes were detected in perceptions of Quechua or in experiences of discrimination, the heightened use of the language reflects a shift in social practices. Taken together, the findings offer pathways around IBE barriers in Latin American classrooms. Barriers include the scarcity of culturally and linguistically relevant learning materials and the dearth of teachers proficient in Indigenous languages and cultures. The findings underscore the importance of an integrated and sustainable approach that combines technology, curriculum, and teacher training.