Adquisición escolar del español y minusvaloración de las propias competencias lingüísticas en estudiantes indígenas emigrados a Nuevo León

Resumen

Abstract: As part of a broader research project, we present a qualitative study of the linguistic/educational trajectories of indigenous emigrants who study in high schools and universities in Monterrey, Mexico. Based on 53 in-depth ethnographic interviews, we analyze the school practices in teaching Spanish that were signifi cant for these young people, their subjective experiences, and some of the sociocultural repercussions before and after their emigration. The results confi rm the documented defi ciencies of bilingual indigenous education. Subsequent analysis reveals links between school practices and the reigning situation of replacement diglossia. It also allows identifi cation of a population’s linguistic diffi culties that do not receive attention from academia or educational institutions.