La identidad lingüística del contexto escolar

Abstract

Understanding linguistic identity as the bond and sense of belonging to an individual or institution with verbal peculiarities of the speech community, this article aims to analyze the linguistic identity of urban schools of the city of Talca, Chile. The study was conducted from a qualitative approach to interviewing students from 29 schools in different administrative units: municipal, subdized and private paid. The results show a linguistic identity marked by the asymmetry between school officials and students, comparisons and promoting competition, lowering the commitment and ownership of the informants, jeopardizing school success. By contrast, congratulations, high expectations and positive discursive practices generate empathy in students with linguistic identity.It is suggested to reflect on the pedagogical intention of verbal decisions, discarding emissions that play a context of authoritarianism, hierarchy and competitiveness.