Linguistic pluralism or prescriptivism? A CDA of language ideologies in Talento, Peru's official textbook for the first-year of high school

Educational Reforms in Peru indicate a shift toward a more tolerant view of language diversity. For instance, the Education Law # 28044 (Ministry of Education, 2005) establishes the teaching of respect for indigenous languages and language diversity as a main goal in the area of language. This law is important, but it does not imply a real acceptance of language diversity. This article examines language ideologies toward language variation and regional varieties of Spanish in Peru's official first-year language high school textbook, Talento. Using Critical Discourse Analysis, it examines the text's content, and the rhetorical devices utilized to express it (i.e., word, verbal and mood selections). Additionally, it briefly reviews Peruvian educational policies and curriculum. As will be shown here, Talento does not really endorse language diversity. More so, the textbook evidences a hidden curriculum which advances prescriptivism and the superiority of standard Spanish over regional varieties of Spanish.