Diglossia as a barrier to linguistic equity in intercultural education: Impacts, tensions and challenges in multilingual contexts

Abstract

The purpose of this research was to analyze the understanding of diglossia and its impact on educational equity in an institution with linguistic diversity. Teaching methodologies, perceptions of indigenous languages, institutional regulations, and proposals for improvement were examined. A quantitative approach with a descriptive, cross-sectional design was adopted. The sample comprised 234 participants, who completed a Likert-scale questionnaire divided into six dimensions: perception of diglossia, teaching methodologies, linguistic perceptions, effects on educational equity, institutional regulations, and proposals/challenges. The results reveal that a significant majority perceive the predominance of Spanish in the classroom, relegating indigenous languages ​​and normalizing linguistic hierarchies. Bilingual and intercultural methodologies are scarce and disorganized, exacerbated by a lack of resources and teacher adaptations. Linguistic perceptions are mixed—both negative and positive—among teachers, students, and the community, reflecting persistent identity tensions. Diglossia affects students' academic performance, participation, and emotional well-being. Although regulations and teacher training have shortcomings, there is a strong commitment to actions that value indigenous languages, foster intercultural education, and promote linguistic equity, paving the way for inclusive models.