Derechos de autor 2025 Societas
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
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 incorporated ideas 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.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
