Linguistic Identity of Students in the Juliaca Public Pedagogical Higher Education School

Objective: The objective is to describe the linguistic identity of the students of the Juliaca Public Pedagogical Higher Education School from the various Quechua and Aymara-speaking ecozones of the Puno region.   Theoretical Framework: This research deals with linguistic identity of the students, in the context the use of the Spanish language in communication is a priority, as it is considered an official language. In the research we confirmed that the students have a favorable linguistic identity towards the Quechua and Aymara languages, because these languages have utility value and a symbol of cultural identity in the Puno region. In addition, in intercultural educational policies the use of the Quechua and Aymara languages is recognized. Therefore, it is essential to use it in the family, communal and institutional context.   Method: The most predominant qualitative-ethnographic methodology was used, complemented by the quantitative methodology, as well as with the help of interview, participant observation and performance techniques, which allowed us to glimpse linguistic identities. The research sample considered was 128 students, with a statistical affixation in a proportional manner, according to the student population of each specialty of the school.   Results: The study glimpses the identity with the Quechua, Aymara and Spanish languages. The results show the factors that influence the student to prefer to speak in Spanish and not in Quechua or Aymara and finally the perceptions about the linguistic identity of the students, in the context of coexistence in the higher education institution and in the family.   Contribution: In this research we glimpse the existence of the diversity of languages linked to the different linguistic families; Spanish as the official language is spoken in various institutional spaces and Quechua and Aymara in communal and family contexts.