Linguistic Justice and Educational Inequality in La Paz - Bolivia: A Sociolinguistic and Policy Analysis of English Language Education

Justicia lingüística y desigualdad educativa en La Paz - Bolivia: Análisis sociolingüístico y político de la enseñanza del idioma inglés

Resumen

This article examines the intersection of sociolinguistics, language policy, and educational inequality in the context of English language instruction in La Paz, Bolivia. Guided by Law 070 (Avelino Siñani–Elizardo Pérez Law), Bolivia’s education policy promotes a trilingual model, emphasizing the use of an Indigenous language, Spanish, and a foreign language such as English. However, findings from this mixed-method study, which combines documentary policy analysis and surveys of 12 teachers, 12 students, and 12 school coordinators, reveal a persistent gap between policy and practice. While the law promotes intercultural and multilingual education, access to quality English instruction remains uneven, particularly for low-income and Indigenous students. Survey results show limited hours of English instruction, uneven teacher confidence and training, and restricted access to materials, especially in under-resourced schools. School coordinators largely agree that English education is only accessible to a privileged few, reflecting deep-rooted educational and linguistic inequalities. Although Law 070 offers a visionary and inclusive framework, its goals remain difficult to achieve without stronger implementation, teacher preparation, and community engagement. This research highlights how language policy can both challenge and reinforce existing hierarchies, calling for more equitable and culturally grounded approaches to multilingual education in Bolivia.