Abstract Schools are sites where youth's identities as uninterested in their Indigenous languages and cultures are constructed in everyday interactions. This article addresses the ways in which constructs of personhood and language proficiency interact to impact learners’ identities in Quechua language education, a process I call Indigenous speakerhood socialization. Specifically, I examine the process through which one high school student came to be identified by her teacher as a Quechua denier, someone who allegedly knew Quechua, but did not care to show it or learn it. I draw on ethnographic and interactional data to show how local figures of personhood, language ideologies, individuals’ biographical information, teaching practices and classroom participation patterns became meaningful resources that led teachers to misidentify certain students as uninterested speakers who denied their Quechua abilities. The article concludes by highlighting implications for Indigenous and heritage language education research and practice.

中文翻译：

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“Llegando a secundaria les ha dado amnesia……ya no quieren hablar”：土著说话社会化和盖丘亚语教育中否认语言者的产生

摘要 学校是青年人在日常互动中构建对其土著语言和文化不感兴趣的身份的场所。本文探讨了人格结构和语言能力的相互作用以影响克丘亚语教育中学习者身份的方式，我将这一过程称为土著语言社会化。具体来说，我研究了一名高中生被她的老师认定为克丘亚语否认者的过程，这个人据称了解克丘亚语，但并不关心展示或学习它。我利用人种学和互动数据来展示当地人物形象、语言意识形态、个人传记信息、教学实践和课堂参与模式成为有意义的资源，导致教师将某些学生误认为是不感兴趣的演讲者，他们否认了他们的克丘亚语能力。文章最后强调了对土著和传统语言教育研究和实践的影响。