An approach to the subjective dimension of linguistic identity in Maya language students

Abstract

The objective of this study is to explore the subjective dimension of linguistic identity among a group of students learning the Maya language (Maaya, Maayat’aan, Yucatec Maya, Peninsular Maya). We assume that the language learning process significantly impacts individual linguistic identity. The notion of linguistic identity allows us to grasp the connection between individuals and the languages they know, facilitating processes of identification (with the language(s) and its speakers) and distinction. We recognize three dimensions of linguistic identity: Subjective, related to personal perception and experiences; Intersubjective, involving interaction with members of one or more linguistic communities; Agential, linked to the capacity for action in and for the language, particularly relevant for minority languages such as Maya. To capture the subjective dimension, we employed three methodological tools: Linguistic portraits, linguistic trajectory graphs, and linguistic fragments. Our goal is to highlight the subjective experiences of learning the Maya language, including personal experiences, emotions, and reflective processes. Preliminary results regarding this first dimension reveal students’ subjective representations of the Maya language, including its relationship with dominant languages (such as Spanish and English), the motivations driving their learning, the challenges they face, and the significant moments that integrate the language into their personal identity.