Motivational factors in the use of guaraní as a mother tongue among bilingual students in Paraguay

Abstract

The objective of this research was to determine the motivational levels of the factors that influence the use of Guaraní as a mother tongue among socially bilingual students. A non-experimental methodology with a cross-sectional design was employed. The population consisted of active students affiliated with the Ministry of Education of the Republic of Paraguay, aged between 12 and 17 years. The sample included 300 Paraguayan students who were socially bilingual and linguistically competent in both Guaraní and Spanish (both languages considered by them as their mother tongue). 50% of the sample was female and 50% was male. The data obtained were processed using IBM's Statistical Package for Social Sciences (SPSS). Analysis of the motivational levels for using Guaraní as a mother tongue among these students reveals that 45% have a "Medium" level, 30% a "High" level, 15% a "Low" level and 5% have a "Minimal" level of motivation. The perceived interest level in Guaraní is high (70%), with 80% showing commitment to learn it. The relationship with teachers (75 % value teaching) and a positive attitude towards learning (70 % like it) influence motivation. Integrative orientation (60%) and desire to learn (70%) are key factors. There is a notable equality in motivation between genders, suggesting an equitable and empowering educational experience. These results advocate for inclusive strategies that promote cultural connection and a deep commitment to Guaraní as a mother tongue in Paraguay