<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000200029</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i23.780</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La motivación para el aprendizaje de segundas lenguas minorizadas: el caso del estudio de la lengua náhuatl por universitarios hispanohablantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Motivation in minority second languages learning: a case study of Spanish-speaking university students learning Nahuatl]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueroa-Saavedra]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana Instituto de Investigaciones en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000200029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un estudio sobre las motivaciones de hablantes de lenguas hegemónicas para aprender segundas lenguas minorizadas, centrándose en el caso de la lengua náhuatl. Se analizaron dos situaciones: una donde el náhuatl es considerado una lengua extranjera y en otra una lengua nacional, para identificar la asociación de motivos con determinados contextos. Los resultados muestran que los motivos instrumentales tienen mayor peso que los integradores, aun predominando factores intrínsecos. Esto es así porque el náhuatl no se visibiliza o percibe como una lengua hablada en el contexto social y académico del aprendiente, y porque las ideologías lingüísticas hispanocéntricas predominantes tienden a remarcar su valor en su sentido histórico o ideológico nacionalista, de modo que la orientación integradora responde más al deseo de incorporarse a una comunidad imaginada nacional o profesional que a querer contactar o ser parte de la comunidad nahua. Por tanto, el aprendiente valora el aprendizaje del náhuatl más como conocimiento que como medio de comunicación o integración.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a study on the motivations of hegemonic language speakers to learn minority second languages, focusing on the case of the Nahuatl language. Two situations, one in which Nahuatl is regarded as a foreign language and another where it is seen as a national language, were analyzed to identify the association of motives with certain contexts. The results reveal that instrumental motives have greater weight than integrative ones, even when intrinsic factors predominate. This is so because Nahuatl is not seen or perceived as a spoken language in the learners&#8217; social and academic context, and because the predominant Hispano-centric linguistic ideologies tend to highlight its value in a historical or nationalist ideological way. Thus, the integrative orientation responds more to a desire to join an imagined national or professional community rather than getting in touch with the Nahua community or being part of it. Learning Nahuatl is therefore seen more as acquiring knowledge than as a means of communication or integration.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje de segunda lengua]]></kwd>
<kwd lng="es"><![CDATA[lengua minorizada]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[multilingüismo]]></kwd>
<kwd lng="es"><![CDATA[náhuatl.]]></kwd>
<kwd lng="en"><![CDATA[second language learning]]></kwd>
<kwd lng="en"><![CDATA[minorized language]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[multilingualism]]></kwd>
<kwd lng="en"><![CDATA[Nahuatl]]></kwd>
</kwd-group>
</article-meta>
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