1.1 De la discriminación social a la discriminación lingüística en el Perú
Linguistic discrimination is a societal phenomenon that falls under the broader category of social discrimination, which refers to the unequal treatment of groups that are fundamentally equal in status Discrimination inherently involves an unjust, arbitrary imposition of burdens and distribution of favors The complexity of social discrimination lies not in differentiation itself, but in the validity of the criteria used to define group membership Whether distinctions are deemed discriminatory depends on the recognition or denial of societal gradations As Neumann (cited by Pratt Fairchild, 1997) notes, social discrimination exists in societies that acknowledge basic principles of equality yet fail to implement them in daily life This discrepancy may stem from conscious deceit, ignorance, uncontrolled emotional reactions, or remnants of traditional prejudice.
Discrimination is a social phenomenon characterized by distinctions, exclusions, restrictions, or preferences based on various factors such as sex, race, language, religion, and social status Its aim or outcome is to undermine or diminish the recognition, preference, or exercise of fundamental rights and freedoms on equal terms within political, economic, and social contexts.
Race is understood as a set of social relationships that, based on biological traits, allows for the categorization of individuals and groups, while also assigning various attributes or competencies Racial distinctions go beyond merely describing human differences; they play a crucial role in perpetuating social power dynamics and inequality Sociological research in Peru has explored discrimination across various dimensions, primarily focusing on the types that elucidate the complex behaviors of inclusion and exclusion among the country’s diverse social groups.
Among the various forms of social discrimination, linguistic discrimination emerges as a significant phenomenon This refers to attitudes towards languages or linguistic varieties based on the belief that they can be categorized into types, leading to perceived differences that may justify the notion of some languages being superior to others, either wholly or partially.
Es decir, la discriminación lingüística es el rechazo que una persona o grupo social puede sufrir debido a las diversas particularidades lingüísticas que tiene su lengua
Linguistic discrimination in Peru is explored not only through Sociology but also through Linguistics, which seeks to explain and understand the various behaviors of inclusion or exclusion based on the linguistic characteristics of a speaker or a linguistic community.
In the realm of sociological studies, various topics related to discrimination in Peru have been explored, notably in Hugo Neira's work "Las independencias: doce ensayos." Neira presents Peru as a hierarchical society characterized by unequal social structures, where individuals are categorized as superior or inferior Importantly, he emphasizes that social subjects do not exist in isolation; their status is determined by the comparisons made between subordinates and those in positions of power Neira's analysis sheds light on the complex realities of social dynamics in Peru.
2 Grupo de personas que usan el mismo sistema de signos lingüísticos/ que se relacionan por medio de la lengua (Bloomfield, 1933,1962, págs 29 - 42)
Hugo Neira's work, "Las independencias, doce ensayos," published by Fondo Editorial UIGV in 2010, explores the complexities of colonial legacies in society Rather than viewing the colonial order solely as a source of exclusion and discrimination, Neira presents it as a contradictory legacy characterized by both integration and subordination, highlighting the nuanced nature of historical societal dynamics.
Gonzalo Portocarrero is a key researcher on discrimination in Peru, and in his work "Social Discrimination and Racism in Today's Peru," he characterizes racism as a discriminatory practice devoid of discourse and an apparent face This absence of a clear status often leads to a misunderstanding of its significance, contrasting sharply with the profound impact of racism on the lives of Peruvians The situation is further complicated by the silent nature of racism in society, which exists in opposition to laws and social symbols that promote anti-racism and diversity, albeit through mere rhetoric While officially absent and often contested, racism appears as a mere verbal remnant of the past, as Portocarrero argues, suggesting that the prevailing mestizaje serves a dual purpose: it both relativizes racial discrimination and renders it invisible, thereby perpetuating it.
The Peruvian society is undeniably hierarchical and authoritarian, characterized by significant discrimination This discrimination is rooted in three irreducible principles that underpin the social dynamics in contemporary Peru The first principle is racial, where certain physical traits are valued while others are devalued The second principle is cultural, which manifests in various societal behaviors and attitudes.
In his work "Social Discrimination in Today's Peru," Gonzalo Portocarrero discusses the various forms of discrimination that manifest in society, highlighting both subtle and overt expressions found in clothing, gestures, manners, and personal confidence He emphasizes that economic factors play a significant role in perpetuating these inequalities, illustrating the complex interplay between social status and economic conditions in contemporary Peru.
People operate a classificatory system for others; upon seeing someone, we categorize them within a spectrum of possibilities This classification influences how we interact with them, as we propose a specific pattern of interaction In turn, the other person will respond with their own pattern of interaction (Portocarrero 1992: 189, 200).
In her book "Are We Training Discriminating Teachers?", Violeta Sara-Lafosse explores the socio-educational issues in Peru, highlighting the deep connection between discrimination and national identity She emphasizes that the quest for national unity and common ground has been influenced by various ideological perspectives, including liberal, social-democratic, and radical thoughts The work examines the characteristics and training of many educators who may inadvertently discriminate against youth based on their social status, language, culture, or ethnicity.
In his work "Nos habíamos choleado tanto," Jorge Bruce explores the deep-rooted nature of racism in Peru, describing it as a longstanding phenomenon that has shaped social relations for centuries This ingrained discrimination is so internalized that many Peruvians perceive it as a natural aspect of life Bruce argues that only through reflection can we recognize that this issue is cultural, as many believe in the existence of "races" akin to those among animals He emphasizes that while racism operates on an imaginary level, it still wields significant power and influence within society.
5 SARA-LAFOSSE, Violeta ¿Formando maestros discriminadores? Lima: PUCP.1994.15
In "Nos Habíamos Choleado Tanto," Jorge Bruce explores the pervasive and relentless classification system that infiltrates our innermost selves, influencing various aspects of our lives, from the selection of friends and partners to educational choices This intricate system shapes our social interactions and personal relationships, highlighting its significant role in our daily experiences.
A study by Figueroa, Altamirano, and Sulmont in their work "Social Exclusion and Inequality in Peru" highlights the significant role of language in social integration and disintegration Language serves as a powerful medium of cultural expression, capable of either uniting or dividing communities In Peru, language has historically contributed to disintegration by subordinating indigenous languages and cultures However, in the past thirty years, particularly the last decade, language has increasingly become a tool for integration, enabling previously excluded individuals to use Spanish to access their rights and engage with urban culture, which they have enriched by blending both indigenous and Western languages and cultures.
Justificación del problema
Every social group is a complex system of social interactions that gives rise to various phenomena These organic groups play diverse roles that become dynamic through social interaction The school is a clear example of a social group, which can be defined as a "school culture" where rules, norms, and values exist, guiding behavior in accordance with a pre-established system of social relationships.
School culture can be defined as the historically transmitted patterns of meaning that encompass the norms, values, beliefs, ceremonies, rituals, traditions, and myths understood, perhaps to varying degrees, by members of the school community (Stolp 1994).
This article explores the phenomenon of linguistic discrimination within school environments, particularly among students It highlights how cultural patterns can lead to social discrimination based on linguistic differences The research aims to address key questions about how individuals experience linguistic discrimination, the contexts in which it occurs, and the demographics affected By analyzing derogatory terms used by discriminators and identifying peak moments of discriminatory behavior, the study seeks to provide a comprehensive understanding of what we refer to as the "cycle of linguistic discrimination."
Expresado en términos de interrogantes, el problema quedaría planteado del siguiente modo:
1 ¿En qué momentos se da este fenómeno de discriminación lingüística?
2 ¿Cómo se desarrolla el ciclo de la discriminación lingüística para que un alumno pase de ser a no ser discriminado lingüísticamente?
3 ¿Cuỏles son los factores sociales que acompaủan y acondicionan la discriminación lingüística?
Objetivos de la investigación
This study analyzes linguistic discrimination among social groups of adolescents aged 14 to 17 in secondary education It examines the phases of linguistic discrimination experienced by migrant students upon their arrival at school, their gradual integration into new social groups, and the implications of this adaptation The focus is on the discrimination of various Spanish dialects, understood as the regional variations of the Spanish language influenced by indigenous languages such as Quechua and Aymara This linguistic variation arises from the contact between Spanish and these Amerindian languages, highlighting the complexities of identity and social acceptance in diverse educational settings.
Linguistic contact is a common phenomenon today, as multiple languages interact due to political, cultural, and economic reasons This has led to significant multilingual and multidialectal integration of Spanish in many countries since the arrival of the Spaniards Currently, various social and geographical contexts, as well as institutions, reflect this ongoing interaction among languages.
Por tanto, los objetivos fundamentales que se buscan en esta investigación son:
Determinar en qué momentos o situaciones de la educación escolar del colegio elegido aparecen los casos de discriminación lingüística en estos grupos sociales mencionados
Evidenciar la existencia de términos peyorativos proferidos por los alumnos discriminadores a los alumnos discriminados como prueba concreta de la existencia de la discriminación lingüística
Observar y describir parte del ciclo de la discriminación lingüística entre los estudiantes migrantes y no migrantes, hablantes de castellano
This research focuses on a private school in the Los Olivos district, which exhibits a blend of migrant and non-migrant students engaged in ongoing social interactions The study aims to observe and describe, through research methodology, aspects of the socialization cycle among these social groups within an educational context, particularly concerning the phenomenon of linguistic discrimination.
Hipótesis
The research aims to describe and identify specific aspects of linguistic discrimination among secondary school students aged 14 to 17 in a school located in a multilingual district This context highlights the coexistence of multiple languages, as the country is characterized by its multilingual or plurilingual nature, where the number of languages surpasses the number of states or nations It is rare to find a country that is entirely monolingual, meaning that having only one language is almost non-existent.
Olivos, con el fin de contribuir a la investigación sociolingüística con relación al fenómeno de la discriminación lingüística en el Perú
Para esto propongo las siguientes hipótesis:
During the cycle of linguistic discrimination, the act of discrimination becomes evident at the beginning of contact between two individuals, gradually diminishing over time This period varies based on several accompanying factors influencing this phenomenon.
Language discrimination in schools often escalates during recess and dismissal times, as these moments foster increased social and linguistic interactions among students This heightened interaction leads to a greater sense of trust, allowing students to express their discriminatory attitudes more openly regarding the way others speak.
Existen términos lexicales y discursivos con fuerte carga peyorativa, que intensifican las conductas discriminativas en los determinados momentos de la educación escolar cotidiana.
Marco conceptual
A sociological approach to understanding discriminatory behavior reveals that underlying ideas and stereotypes are largely influenced by historical, social, and linguistic factors, as well as political regimes and cultural contexts specific to each country The prevailing values of a society at a given time shape mentalities and prejudices, determining the levels of tolerance or intolerance towards discriminatory practices Therefore, it is essential to subdivide these factors for a clearer understanding of the issue at hand.
2.4.1 Aspecto social de la discriminación lingüística en el Perú
María Elena Pipa (2004) highlights that labor discrimination in Peru is closely linked to the country's multicultural character and the prevailing social model since colonial times The existence of three distinct geographical regions—coast, highlands, and jungle—each with its own cultures and ethnicities, has led to the establishment of a territorial and cultural hierarchy, with Lima and the coast serving as the country's reference points Furthermore, rural migration to Lima has exacerbated these disparities Coastal cities, particularly Lima, have undergone mestizaje processes that continue to perpetuate attitudes of contempt and exclusion towards rural migrants, especially those from the highlands and jungle regions.
Societal prejudices towards certain minority groups are shaped by various factors and manifest not only in the job market but also in everyday life From a sociological perspective, discrimination stems from both negative and positive biases, often rooted in learned attitudes—sometimes distorted from reality—derived from personal, familial, and social experiences This combination of influences fosters discriminatory behavior and social exclusion.
The participant's role in social interaction is grounded in consistent prior models that shape their evaluation and organization of actions They select specific strategies that refine their behavior In the context of linguistic discrimination, this interaction occurs at a verbal and symbolic level, utilizing symbolic communication, speech, speech acts, linguistic activities, and linguistic behavior, which unfold during communicative interactions between individuals.
Linguistic discrimination occurs when the listener, or discriminator, fails to recognize the dialect of Spanish used by a migrant student as a socially accepted standard This leads to a rejection or prejudice against the way the speaker communicates, particularly if they use a non-standard form of Spanish Although the roles of sender and receiver interchange during social interactions, individuals often form judgments based on how others speak Such reactions can result in conflict and foster linguistic discrimination against those who do not conform to the group's accepted standards of Spanish, particularly in school settings This is where linguistic discrimination manifests itself.
Linguistic discrimination leads to various consequences for individuals, notably cultural alienation, which arises from social disapproval This phenomenon forces or induces some individuals to abandon their cultural identity, often resulting in the neglect of their native language or regional dialect of Spanish as a primary indication of linguistic discrimination While this outcome is not universal, it can also give rise to more extreme social issues, such as misanthropy and xenophobia, stemming from linguistic discrimination among individuals.
Linguistic discrimination is a social phenomenon that occurs across various social contexts related to language These social varieties can include factors such as gender, age, ethnicity, geographical area, and social class, leading to the exclusion of individuals or groups who speak or write in a dialect or language considered to have lower prestige This form of discrimination is evident in communication, influenced by vocabulary, pronunciation, or grammar, and arises from social interactions.
Linguistic discrimination is rooted in stereotypes that simplify and generalize the characteristics of social groups, often to their detriment This type of discrimination is driven by preconceived notions about speakers of certain languages, such as Quechua or Aymara, which are often associated with socially marginalized groups, lower education levels, and traditionally stigmatized phenotypes According to Schalf (1973), stereotypes arise from emotional evaluations rather than logical categorizations and reflect an individual's relationship with the world Consequently, a discriminator carries a historical burden of knowledge that leads them to devalue another person's way of speaking, perceiving it as less prestigious than their own.
Discrimination against individuals or social groups for speaking a language differently can lead to various negative consequences, including the abandonment of their native language or dialect and the loss of cultural identity intrinsically tied to that language This situation may also give rise to conflicts and resentment towards their own culture or other social groups.
2.4.2 Evolución histórica de la discriminación lingüística en el Perú
Given the previous discussion, one must ask: why discriminate linguistically against individuals in our society? A possible explanation lies in the various social processes stemming from our colonial past, which established social hierarchies between colonizers and the colonized This created numerous hierarchical relationships and power dynamics among individuals of different ethnicities, beliefs, languages, and customs Over time, these dynamics evolved into forms of discrimination between dominant and subordinate classes.
Spanish political ideology, rooted in Catholic and medieval traditions, is based on the premise that a healthy societal organization relies on clear social hierarchies This approach aligns with the prevailing Aristotelian and Thomistic principles, asserting that different social estates must fulfill specialized roles to ensure the smooth functioning of the whole society (Cotler 2005: 60).
While it is accurate to state that during the colonial period, there was not outright discrimination against languages, but rather a hierarchy and subordination of speakers (see Portocarrero 1992), we can assert that the roots of linguistic discrimination against Spanish began during this historical era.
In the early stages of colonization, efforts were made to evangelize indigenous populations by communicating in their native languages, which facilitated a direct connection between colonizers and the colonized Following the dissolution of the Inca Empire, Quechua maintained its status as a vehicular language under a liberal policy that respected cultural differences At that time, Quechua was not only the imperial language but also played a significant role in administrative organization and Catholic religious practices due to missionary efforts However, with the imposition of the foreign Spanish language, Quechua transformed from an imperial language into a symbol of identity, contributing to the formation of a distinct linguistic community (Gumperz 1962).
The initial measures taken for Amerindian languages highlighted their role as a tool of power, enabling the victors to communicate with the vanquished and establish bonds of coexistence The Spanish recognized the indigenous language as a means to immerse themselves in the indigenous world, facilitating understanding and allowing for the establishment of a new economic and political regime Consequently, the use of Quechua and other languages at the onset of the viceroyalty was not merely a linguistic contribution for communication, but rather a glottopolitical action.
This criterion was primarily used as a strategy through discourse to establish regulated behaviors within the indigenous population, aiming to prevent conflicts and rebellions that could disrupt the new colonial order.
Metodología de la investigación
This case study investigates the phenomenon of linguistic discrimination among secondary education students, focusing on both the discriminated and the discriminators during their social interactions in classes, breaks, and after school By observing these interactions, the study aims to explore and describe how testimonies from both groups reflect the cycle of linguistic discrimination, particularly the moments and terms used by students to discriminate against their peers The subjects of this research are adolescents aged 14 to 17 who participate in these social dynamics The study is conducted in a private secondary school located in Los Olivos, a densely populated area of Metropolitan Lima known for its significant concentration of migrant and non-migrant students This region has historically attracted migrants, particularly from the Andean regions, due to socioeconomic factors and historical events such as the violence from subversive movements in the 1980s The research context is particularly relevant as it highlights the discriminatory interactions that occur between individuals with similar ethnic and linguistic backgrounds within this diverse educational environment.
The central theme of this study is linguistic discrimination among 14 to 17-year-olds at a private school in the Los Olivos district The social context involves groups of students who were observed during social interactions and individually interviewed at appropriate times to identify both the discriminated and the discriminators This approach aims to gather synchronous testimonies that fulfill the research objectives The selected number of students reflects the scope and limitations of the study, including time constraints and the willingness of only some students to participate in individual interviews, along with surveys conducted in the 4th and 5th grades of secondary education The age group chosen represents eleven years of socio-educational assimilation related to the topic The selection of students was somewhat random, as the study did not target a specific profile but rather a diverse range of individuals with varying degrees of relevance to the issue However, it is important to note that the choice of interviewees was limited by scheduling availability and interest, making it challenging to find students willing to share their experiences on the subject.
2.5.1 Técnicas de recolección de datos a Entrevista en profundidad: la selección de la técnica de entrevista en profundidad (específicamente, entrevista semiestructurada) responde al objetivo de obtener información de primera fuente, de todos los sujetos de observación que participan en la presente investigación Se busca captar los motivos subyacentes, significados y razones internas en torno al fenómeno de discriminación lingüística, desde la óptica particular (y con el concepto claramente especificado) de cada uno de los sujetos de observación ya mencionados b Encuesta estudiantil: nos permite estudiar la construcción colectiva de sentido y los marcos de significados utilizados por las personas o grupos sociales referentes al tema de la discriminación lingüística, tratando de conseguir los resultados más reales posibles, sea en el consenso del tema o la división de opiniones entre los grupos
2.5.2 Forma de selección de la muestra y modo de acceso
After defining the study's object, subject, and observation focus, a representative group of students was selected for individual interviews and surveys, primarily from the 4th and 5th grades of secondary education The data collection techniques included in-depth interviews with all selected students to capture their impressions and experiences regarding the research topic, and a student survey that explored the collective construction of meaning and the frameworks of significance related to linguistic discrimination This approach aimed to achieve the most accurate results possible, whether reflecting consensus or differing opinions among groups Access to the students was facilitated by their teachers, who, with discretion and recommendation, engaged the students in interviews to discuss topics related to the school and its student body.
2.5.3 Técnicas de análisis de los datos recolectados
The study identified and analyzed key concepts related to linguistic discrimination, drawing from bibliographic sources It employed in-depth interviews and a student survey to compare the messages conveyed by participants, focusing on their characteristics, interests, intentions, attitudes, and beliefs regarding the research topic The choice of in-depth interviews was significant as it fostered a more friendly interaction with subjects, allowing for a nuanced understanding of their responses This method not only enabled a comparison with the student survey but also provided deeper insights into the feelings and perceptions students hold about the phenomenon of linguistic discrimination.
2.5.4 Procedencia geográfica de los alumnos
The research indicates that most students live in the same district as their educational institution, with a small number residing in neighboring districts Additionally, a significant portion consists of recent migrants from provincial areas to the capital, having spent only a few years at this educational center.
No obstante, y paralelamente al método ya expuesto, recurrimos a las pautas generales planteadas por Pitkowski (2010) para el estudio sociolingüístico:
In summary, during the fieldwork phase, the interviewer must take into account various elements that come into play within the context of sociolinguistic interviews These considerations are essential for effective data collection and analysis (Pitowski 2010).
1 Conocer con anticipación la comunidad objeto de estudio, y dónde se va a desarrollar la investigación, para saber las características generales de dicha población
2 Iniciar la entrevista con una pregunta relacionada con los aspectos característicos de la comunidad, para poder establecer un buen contacto desde el comienzo
3 Generar, desde el principio, una atmósfera positiva para que el informante converse con libertad sobre algo que conoce muy bien, a pesar de estar ante una situación grabada
4 Lograr una participación activa por medio de cuestiones y temas que cautiven el interés del entrevistado
5 Tener en cuenta al entrevistado como depositario de un saber, por ejemplo, de la tradición local
6 Disminuir la apariencia de la estructura formal de la entrevista (pregunta respuesta), permitiendo al informante hablar con libertad para facilitar la aparición de un tono más coloquial y espontáneo
7 Permitir que durante el acto comunicativo el informante se comunique con soltura, por ejemplo, que exprese su opinión e ideas sobre el tema tratado
8 Evitar las preguntas cerradas e intentar mostrar al informante que lo más importante no son las preguntas, sino que hable y que siga hablando
9 Permitir que el informante hable, sin interrumpirlo; y consentir con el uso de alguna interjecciún (ôahằ, ômmmằ) o con algỳn monosớlabo o frase corta (ôsớằ, ôclaroằ)
10 Desestructurar el método de la entrevista, para poder desestructurar el discurso formal, permitiendo que durante la entrevista los temas tratados se manejen con flexibilidad
11 Tratar de establecer un diálogo espontáneo y despreocupado con el informante, sin intentar emplear un cuestionario rígido de preguntas
12 Considerar la imagen transferida del entrevistador, como poseedor de un nivel académico dado y perteneciente a una institución de prestigio
13 Contrarrestar el lugar concedido al encuestador como ôautoridad del saberằ, colocándose en una posición de no-saber en relación con el informante
14 Reparar en que, en la situación de la entrevista, el informante, como hablante racional, busca maximizar su efectividad de enunciación
15 Notar que en las entrevistas en las que participan más de un informante se pueden producir casos de ôhabla simultỏneaằ, y que no permiten una correcta audición del material recolectado
16 Observar cuando el sujeto entrevistado le habla a otra persona, es decir, a una tercera persona distinta del entrevistador
17 Registrar en la interacción verbal los elementos contextuales, por ejemplo, los gestos, la risa nerviosa, la tos, entre otros; así como la reacción que ocasiona su discurso, por ejemplo: cuando golpea la mesa, se agarra las manos, modifica la voz (pronunciación enfática o susurrada), silencio (pausas prolongadas), etc
18 Demostrar una buena actitud de escucha para establecer una atmósfera cómoda, cálida y de una buena empatía con el informante
19 Ocasionar en el intercambio comunicativo situaciones en las que el informante se sienta involucrado emocionalmente, para que la emotividad neutralice su conciencia lingüística; por ejemplo, hablar de las tradiciones propias del hogar, de los recuerdos de la infancia, etcétera
20 No olvidar solicitar al informante que hable sobre un objeto que posea una cierta carga emocional.
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Presentación del análisis
This article outlines the organization of the research, emphasizing the importance of understanding the procedures involved in analyzing the discussed phenomenon It includes an individual analysis that describes both the subjects of study—those who experience discrimination and those who perpetrate it—along with the context and atmosphere of personal interviews Additionally, it features interview guides, systematic observations, and transcriptions from recordings made with several students.
Estudiantes Discriminados Entrevistados Sujeto 1 Sujeto 2 Sujeto 3 Sujeto 4 Sujeto 5
The educational data highlights various origins and institutions, including Lima, Iquitos, San Martín, and Huamanga, with all students attending Centro Educativo San Marcos The students are primarily in the fourth grade, with one in third grade and another in fifth grade, and the gender distribution includes three females and two males.
Estudiantes Discriminadores Entrevistados Sujeto 1 Sujeto 2 Sujeto 3 Sujeto 4 Sujeto 5
Lugar de origen Lima Lima Lima Lima Lima
Centro Educativo San Marcos offers educational programs for 4th and 5th-grade students, catering to both female and male students.
Due to logistical reasons in the research, only interviews with three out of five participating students are presented to highlight the unique characteristics of personal interviews Additionally, a student survey was conducted with 44 students from the institution (29 from 4th grade and 15 from 5th grade of secondary education), including a statistical analysis of each question and systematic observation of the phenomenon The cycle of linguistic discrimination forms the central theme of the research hypothesis, derived from the researcher's impressions and observations from both individual and group analyses.
Análisis individual
Para una mejor asimilación de la presente investigación, se prefirió dividir la sección entre primer y segundo análisis individual con sus respectivos subtemas
This section presents the descriptions and impressions gathered during interviews with the first group of five students from the educational center involved in our study, who will henceforth be referred to as "the discriminated."
a) Descripción del sujeto 1 (perfil social)
The informant, a 15-year-old student from the academic selection circle, resides in the Los Olivos district and has been studying at San Marcos School in Los Olivos for four years The interview process involved engaging interactions, addressing various challenges, and gathering insightful impressions.
The interviews were intended to be conducted in a single day; however, due to the availability of the interviewees, this was not possible Unlike the second individual interview with the discriminators, we opted for a spontaneous conversation to capture the sensitive testimonies related to this intricate topic We believed that categorizing students who had experienced such social traumas would be inconsiderate and counterproductive to fostering a trusting environment between the interviewer and interviewee Therefore, we proceeded with a series of open-ended questions aimed at eliciting genuine testimonies without a specific number of inquiries.
The interviews were conducted on the school premises after class hours to create a familiar and comfortable environment for the students, despite the potential discomfort related to trust issues with the interviewer However, it's important to note that the presence of cleaning staff in the school did not provide the necessary atmosphere for completely discreet interviews.
The first informant's impression during the interview highlighted the acts of discrimination perpetrated by other students, emphasizing that she did not engage in such behavior However, due to the nature of the research, I focused on listening to and recording her opinions.
The student’s testimony confirms that discrimination exists against peers who speak with a "provincial" accent Those affected are often labeled with derogatory terms such as "cholo," "boca de queso," "serrano," "papero," or "indio." These labels reflect a connection that begins with their physical appearance and extends to their pronunciation and manner of speaking Spanish.
a) Descripción del sujeto 2 (perfil social)
The informant is a 15-year-old student in the fourth grade of secondary education at San Marcos School in Los Olivos She is an average student in her section and moved from the city of Iquitos four years ago The interview process involved interactions that highlighted various challenges and provided insightful impressions of her experiences.
Unlike the first case, the second informant has experienced what is known as the "cycle of linguistic discrimination," which began four years ago when she moved from Iquitos to Lima The recording took place outside the school in a classroom setting This meeting had been arranged in advance, following two or three unsuccessful attempts due to time constraints or poor coordination The student appeared calm and willing, providing valuable insights into the acts of discrimination occurring at her educational institution.
In her testimony, she shares that arriving in the city was an exciting and fulfilling experience she had long anticipated Although she missed her hometown, studying in Lima proved beneficial as it allowed her to meet new people and feel comfortable in school However, she initially felt shy and out of place compared to her classmates.
At the beginning of school, I was called by my last name, then by my first name, and eventually, as we became closer, I was referred to as "charapa" or "ola juana." I noticed that some girls, who were not taller than me, called me "ola shipiba" or "ola del monte," possibly due to my appearance or way of speaking This affected me, especially since they said it behind my back.
We observe that various factors related to gender and age social relations contribute to this phenomenon, which serves as an alternative to minimizing or derogatorily labeling an individual The act of assigning a name or nickname reflects a subjective sense of satisfaction, indicating that one individual perceives another as having a lower status.
The informant highlights that over time, nicknames persist but tend to adopt a more affectionate or trivial tone This indicates that derogatory terms are repeated out of habit and gradually lose their original discriminatory intent.
I have a good relationship with my salon, and since we've known each other for a while, they often call me "charapita" or use my name When they do use nicknames, it's infrequent and always done affectionately.
a) Descripción del sujeto 3 (perfil social)
The informant is a 16-year-old student in the 4th grade of secondary education, residing in the Los Olivos district Originally from the San Martín province, he has been attending San Marcos School in Los Olivos for the past year The interview process involved various interactions, highlighting challenges faced during the discussion and the overall impressions formed throughout the experience.
Similar to the previous case, the interview took place on-site during the dismissal hour The main difference was the multiple sessions, each lasting about 15 minutes, spread over approximately three days.
The interviewee stands out for their ease and active participation in various school activities Additionally, the student demonstrates strong eloquence in expressing their ideas and unique concepts Overall, the interview unfolded with a sense of calm and willingness.
Due to his friendly and engaging nature, the informant easily integrated into his classroom social circle However, he emphasizes that this did not prevent his classmates from teasing him about his Amazonian Spanish accent.
In the classroom, my way of speaking often draws teasing from my peers, which annoys me However, I believe I communicate effectively; it's their lack of understanding that is the issue I am Peruvian like them, but I come from the jungle, where we all speak in this manner.
The informant shares that his peers often tease him by suggesting he should "learn to speak Spanish" or implying he speaks another language While he takes pride in his identity, he finds these comments unpleasant, as they make him feel marginalized for speaking differently.
The informant notes that he is most frequently teased by his classmates during reading classes, recess, and occasionally at dismissal time Despite this, he is respected and regarded as a good classmate However, during leisure time, the primary form of discrimination he faces is related to his way of speaking.
In interviews, it is common to hear that respondents struggle to provide substantial reasons for their discrimination Many linguistically discriminated students often come to accept that their language is a hindrance to their social development with peers and their education This is exacerbated by teachers who criticize and mock the way students from different regions speak Spanish Such behaviors reflect a lack of intercultural and bilingual pedagogical knowledge among educators Similar issues can be observed in other language-related challenges, such as stuttering, dyslexia, and speech disorders, as well as the regional variations of Spanish spoken in Peru.
a) Descripción del sujeto 4 (perfil social)
The informant is a 15-year-old student in the third grade of secondary education, residing in the Los Olivos district Originally from the province of Huamanga in Ayacucho, he has been attending San Marcos School in Los Olivos for the past year The interview process involved various interactions, revealing challenges and providing insights into his experiences and impressions.
The following informant is one of the ten interviewees in this study; unlike the others, he hails from the Ayacucho region and speaks a distinctive Andean Spanish.
The session with him was marked by a sense of apathy regarding his pronunciation and interaction with fellow students The informant revealed that he has had conflicts with some classmates who used derogatory terms related to his ethnic background and speech, such as "cholo," "serrano," "indio," "come mote," and "llama." These labels not only reflect his Andean traits and origins but also criticize his manner of speaking Spanish.
Me he llegado a pelear con ellos pues, porque mucho joden… si no les hago el ôpareằ peor es… molestan de mi nombre y de que no sộ hablar bien…
The informant claims to only associate with a small group of students due to being marginalized by others because of his Indigenous traits and speech Although he does interact with other students, these experiences lead him to remain mostly isolated to avoid frequent offenses.
a) Descripción del sujeto 5 (perfil social)
The informant is a 17-year-old student in the 5th grade of secondary education, residing in the Los Olivos district Originally from the province of Iquitos, she has been studying at San Marcos School in Los Olivos for the past three years The interview process involved various interactions, highlighting challenges faced and the overall impressions gathered during the conversation.
The interview was conducted smoothly, as the informant exhibited confidence and ease during the interaction Having spent three years at the school, she speaks standard Spanish, closely resembling that of her peers Although her way of speaking is not a source of annoyance, she shared the challenges she faced to adapt to her classroom's group of students.
Initially, I was referred to as "selvática" or "the Shipiba," a nickname given to another student from Iquitos Now, she is the one who gets teased more, as her jungle accent is more pronounced.
The informant, like other interviewees, noted that new students are often assigned nicknames, and those with different speech patterns due to their regional backgrounds face ridicule related to their ethnic origins and language Interestingly, she revealed that she, too, had at times participated in this discriminatory behavior by marginalizing a classmate for speaking Andean Spanish, despite being from a background that includes Amazonian Spanish speakers This highlights the significance of social acceptance among secondary education students and the various strategies they employ to gain inclusion and avoid being marginalized.
En la segunda parte se procuró entrevistar a un grupo de cinco alumnos 19 que advirtieron elementos de discriminaciún entre sus compaủeros; estos alumnos estarỏn denominados desde ahora como ôdiscriminadoresằ
This semi-structured interview aims to gather information from participants regarding discrimination in their schools It seeks to capture both their opinions and experiences through a mix of peripheral and specific questions The goal of the question guide is to assess the students' awareness of discrimination within their school environment and their personal connection to it Additionally, the questions aim to identify any instances of discrimination or exclusion based on how students speak Spanish To ensure clarity and understanding, the questions were formulated in a less technical and more accessible manner, addressing concerns that participants might struggle to comprehend the interviewer's inquiries.
This document serves as a concise reference guide for potential questions that will make the interview more dynamic and objective, aiming to maintain an informal atmosphere while encouraging detailed responses.
Have you ever noticed your classmates discriminating against another student for any reason? What are the common nicknames or slurs that they typically use for friends who do not speak Spanish correctly?
The group interview conducted with five students revealed insights into the behavior towards a classmate who struggles with speaking Spanish It was noted that many students tease or give nicknames to peers who do not speak Spanish fluently, indicating a prevalent culture of discrimination The interviews also explored whether this behavior was limited to students or if teachers participated as well Additionally, the impact of such teasing on the affected student's feelings was discussed, raising concerns about emotional well-being Finally, the reactions of students towards new classmates from rural areas who also struggle with the language were examined, highlighting the need for empathy and support in the classroom.
For the research, it is essential to utilize a notebook and a recorder to objectively support and preserve the findings This includes a description of the context, covering the social environment, selection process, and means of contact.
The central theme of this article is the discrimination experienced by youth aged 14 to 17 at a private school in the Los Olivos district The focus is on the social dynamics among the students and their friendships within the school environment The interviewee, a fourth-year secondary student, was selected based on a direct recommendation from a colleague in the educational field The article also describes the atmosphere of the interview, detailing the location, time, and overall environment in which it took place.
El lugar donde se realizú la entrevista fue en el distrito de Los Olivos, ôa la hora de la salida en el mismo colegioằ c Descripción del sujeto (perfil social)
The informant is a 15-year-old student from the 10-member study group of 4th year secondary school She resides in the Los Olivos district and has been attending our research school for the past four years.
The informant is a 15-year-old average student currently in the 4th year of secondary school Residing in the district of Los Olivos, he has been attending the school involved in our research for the past four years.
The informant, a 16-year-old average student in the 5th grade of secondary school, has been attending the research school's institution in the Los Olivos district for the past two years The article outlines the interview process, highlighting interactions, challenges faced, and overall impressions gathered during the discussions.
The group interviews were conducted by calling students individually as they completed their testimonies, aiming for a dynamic interaction that kept them engaged rather than providing rote answers The interviews were not strictly limited to the questions, allowing for an improvisational yet organized flow In the selected transcriptions, we made an effort to clarify terms that may not be commonly used in everyday language We faced challenges with unexpected noise due to the students' departure from the school, and I positioned myself as far from the noise as possible to minimize acoustic disruptions The impressions left by the interviewees varied; some responded with precision, reflecting a high level of authenticity, while others exhibited signs of insincerity when recounting their experiences related to the phenomenon in question.
Reproducción de la primera entrevista:
The interviewer stated that they are conducting an interview as part of a research project at the Catholic University and asked if they could proceed with some questions, confirming that the recording has already begun.
Entrevistador: Y me gustaría que me digas… me respondas algunas preguntas con relación a tus amigos y cómo te llevas con ellos… ¿no? Las preguntas van destinadas a eso…