LINGUISTIC BELIEFS AND ATTITUDES OF ANDALUSIAN SECONDARY SCHOOL STUDENTS TOWARDS THEIR OWN VARIETY OF LANGUAGE

This paper presents an analysis of the linguistic perception of secondary school students in Andalusia towards their vernacular variety of speech, Andalusian, an issue which has not been studied to date. This will allow to verify whether the guidelines stipulated in the educational curriculum of this community regarding the consideration and esteem of their linguistic modality are complied with. We believe that this type of study has a real utility applicable in the classroom, which is to detect possible prejudices or stereotypes rooted in the learners, which will allow us to redirect these biased beliefs and offer a real picture of the sociolinguistic diversity of the Hispanic world, in which there is no single val id norm, but rather several varieties in which a series of features predominate. The research has been carried out within the framework of the PRECAVES XXI project, which uses a methodology specifically designed to address these perceptions. The results reveal that, although Andalusian secondary school students value positively their own modality, traditional cliches of discredit continue to operate and Andalusian is held in lower esteem than Castilian, which continues to be perceived as the normative model of Spanish.