Language Preferences of Bilingual Indigenous Children to Label Items of Their Drawings: Draw and Write Technique

Th is article examines the language in indigenous students within bilingual schools of the indigenous communities, through the "draw and write" technique.The study sets out to visualize the relationship(s) between the language children used and their representations of the environment in which they live.The total participant sample was two hundred and twenty -five primary school students.The aim is to see whether there is any relationship between the language used and the conception of the children in their environment.The type of methodology used was qualitative, following Wimmer's proposal, with twelve categories emerging.The findings indicate that the choice and characteristics of the elements chosen by children are related to the spontaneous and determined use of a language.In conclusion, not surprisingly, it can be affirmed that with the sample obtained and the methodological design applied, a greater use of non-indigenous language (Spanish) is detected in these indigenous children when they want to show their life and their environment representing a decline of their indigenous language.On the other hand, children who prioritize the indigenous language (Kichwa) tend to project more defined elements and use larger dimensions (larger size) than the elements related to the Kichwa culture; In spite of this, it can be concluded that the use of one or other language does not reflect a departure fro m the values, organization or cultural elements of these indigenous communities.