<?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>2448-8224</journal-id>
<journal-title><![CDATA[Anuario de letras. Lingüística y filología]]></journal-title>
<abbrev-journal-title><![CDATA[Anu. let. lingüíst. filol.]]></abbrev-journal-title>
<issn>2448-8224</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones Filológicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-82242025000200155</article-id>
<article-id pub-id-type="doi">10.19130/iifl.adel.2025.13.2/01x225s4w95</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entre lo común grupal y la experiencia individual. Identidades y legitimidad en interacciones de maestras bilingües guaraníes de Salta]]></article-title>
<article-title xml:lang="en"><![CDATA[From Group Commonality to Individual Experience. Identity and Legitimacy in Interactions of Guaraní Bilingual Teachers in Salta]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santacruz Ascurra]]></surname>
<given-names><![CDATA[Ivo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>155</fpage>
<lpage>187</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-82242025000200155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-82242025000200155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-82242025000200155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo analizo algunos recursos y mecanismos interaccionales que son puestos en funcionamiento en una entrevista realizada a maestras bilingües guaraníes de una escuela primaria con modalidad EIB ubicada en Salta (Argentina). Parto del supuesto de que la identidad es un fenómeno que emerge durante el discurso y que, por ende, se trata de un hecho arraigado en las prácticas socioculturales (Bucholtz y Hall, 2005). En este sentido, adopto la sociolingüística interaccional con perspectiva etnográfica (Gumperz, 1982; Codó et al., 2012, Patiño Santos, 2016) y tomo herramientas del análisis de la conversación (Stivers, 2008; Bonnin, 2019; Raymond y Olguín, 2022) para dar cuenta de cómo las maestras construyen sus identidades de forma procesual, heterogénea y dinámica. Asimismo, examino el uso de los pronombres, los enganches y solapamientos, ya que, en los fragmentos analizados, advierto que funcionan tanto para producir una identidad solidaria, colaborativa y grupal (Vilar, 2021), como para construir distinciones basadas en la experiencia de vida individual. Finalmente, considero que las formas a través de las cuales las maestras bilingües proyectan las imágenes de sí mismas tienden a legitimar su presencia y sus roles en la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, I analyze discursive and interactional strategies, based on an interview with Guaraní bilingual teachers in an EIB primary school in Salta, Argentina. I begin with the assumption that identity is a phenomenon that emerges during discourse and is therefore rooted in sociocultural practices (Bucholtz and Hall, 2005). For this reason, I adopt an ethnographic perspective of interactional sociolinguistics (Gumperz, 1982; Codó et al., 2012; Patiño Santos, 2016) and use tools of conversation analysis (Stivers, 2008; Bonnin, 2019; Raymond and Olguín, 2022) to understand how Guaraní teachers project their identities in a processual, heterogeneous, and dynamic way. I also examine the use of pronouns, enganches, and solapamientos, as they produce supportive, collaborative, and group identities (Vilar, 2021) and construct distinctions based on individual life experiences. Finally, I consider how bilingual teachers&#8217; self-images tend to legitimize their presence and roles in schools.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación intercultural bilingüe]]></kwd>
<kwd lng="es"><![CDATA[maestras guaraníes]]></kwd>
<kwd lng="es"><![CDATA[identidades]]></kwd>
<kwd lng="es"><![CDATA[sociolingüística interaccional]]></kwd>
<kwd lng="en"><![CDATA[bilingual intercultural education]]></kwd>
<kwd lng="en"><![CDATA[Guaraní teachers]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[interactional sociolinguistics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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