Sociolinguistic challenges of trilingual indigenous students in higher education: a systematic review

Tamayo Andrade, Dalys Anabel (2025) Sociolinguistic challenges of trilingual indigenous students in higher education: a systematic review. Societas, 27 (2). pp. 74-95. ISSN 2644-3791

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Abstract

This systematic review examines the sociolinguistic challenges faced by trilingual Indigenous students in higher education in Latin America from 2020 to 2024. The methodology used in this review was adapted from Kitchenham’s Procedures for Performing Systematic Reviews (2004) and incorporatedideas from Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as outlined by (Urrútia & Bonfill, 2010). Twenty-five peer-reviewed articles were selected based on their focus on three main languages, namely, Spanish, English and Indigenous languages in higher education in Latin American countries. The results suggest the need to pay more attention to the region’s underrepresented Indigenous languages, such as Bribris, Nasa, Misak, Guaymis, and others. Therefore, the review highlights the importance of developing academic programs with an intercultural perspective and implementing concrete language policies to ensure inclusion, equity and cultural preservation.

Item Type:	Article
Uncontrolled Keywords:	Multilingualism, amerindian language, university student, sociolinguistics
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) P Language and Literature > P Philology. Linguistics
Depositing User:	Fergie Pineda
Date Deposited:	30 Sep 2025 18:29
Last Modified:	30 Sep 2025 18:29
URI:	http://up-rid.up.ac.pa/id/eprint/9493

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