In this article, I will present the notion of sociolinguistic justice (Bucholtz et al., 2014) within the frame of the neoliberal tendency in contemporary education, especially in relation to Peru. On the one hand, I will discuss two signifiers of such a tendency and their link with the phenomenon of language: equal opportunities and educational quality for all. On the other hand, I will introduce the notion of sociolinguistic justice and the elements that define it, with the aim of questioning the assumptions of technocratic discourse and delineating more critical, democratic and intercultural language policies.

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Este libro aborda las inequidades que se construyen a partir de diferenciaciones en torno al lenguaje en la Universidad Nacional San Antonio de Abad en el Cusco y en la Universidad Nacional San Cristóbal de Huamanga en Ayacucho. Se estudian las problemáticas del motoseo, del uso del quechua y de la escritura académica para demostrar como todas ellas sirven de base para generar graves exclusiones en el entorno universitario.

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We aim to challenge assumptions made about the use of English as a “lingua franca” in scientific-academic contexts, identify the impact of such assumptions on trajectories of knowledge production and uptake, and legitimize the use of multiple languages for transnational scholarly exchange. We set out ten principles: Using English as a scientific-academic “lingua franca” does not always promote inclusion; A language positioned as a scientific-academic “lingua franca” can act as a language of domination; Positioning English as the “lingua franca” policy may discourage translations and exclude participation; Policies which position English as being the contemporary scientific-academic “lingua franca” may convey the idea that knowledge produced in English is the only knowledge that exists; The imposition of English as a presumed scientific-academic “lingua franca” is a manifestation of the unequal distribution of knowledge production and uptake; Languages/varieties function as powerful resources for knowledge making; Choosing a language for publishing or presenting is a sociolinguistic right; Choosing a language to publish or present in is a political act; Convention organizers should have the right to promote the language(s) of their choice; Convention organizers and scholars should be as creative and sensitive to including as diverse an audience as possible.

Although Peru’s Intercultural Bilingual Education (IBE) program has been attempting to pursue new directions, it still carries many ideologies and practices that have defined it since it started half a century ago. In this article, I discuss the way some of these ideologies and practices related to language are reproduced in a preservice teacher training program in one of the capital city’s private universities, which implements a national policy of social inclusion for Quechua-speaking youth from vulnerable contexts. On the basis of diverse dichotomies (L1/L2, Spanish use/Quechua use, Spanish literacy practices/Quechua literacy practices, Quechua speaker/Spanish speaker), the program produces two types of hierarchized subjectivities: one related to the subject educated in Quechua and another related to the subject educated in Spanish, both coming from a conception of languages as discrete codes that go together with fixed ethnolinguistic groups and bounded cultural practices (GARCÍA et al., 2017). In the context of new sociocultural dynamics and bilingualisms, young students in the program subvert these divisions and begin to trace new paths for IBE and Quechua in Perú.