Socio-intercultural linguistic stratification at the general public elementary school of Goros pueblo in Ahome, Sinaloa

Abstract

A study of sociolinguistic stratification in a conventional primary school located in a Yoreme Mayo indigenous community is presented. The objective is to analyze the linguistic dispersion of fifth and sixth grade children derived from cultural and identity hybridization. Through a predominantly microethnographic multi-method research, it was found that of the children who speak at least some Yoremnokki and who also practice it at home: a) 24% consider themselves Yoremes, b) 3% consider themselves non-indigenous; of the children who speak some of their language, but do not practice it at home: (a) 16% consider themselves indigenous and 3% do not belong to this culture; of the children who do not speak some Yoremnokki even though it is spoken at home, 17% consider themselves Yoreme and 7% do not wish to join; Finally, children who do not speak some Yoremnokki and who do not speak it at home, 7% consider themselves Yoreme and 23% are not indigenous. This points to a sociolinguistic complexity in which any policy of intervention will always be to the detriment of one of them.