In recent years, state policymakers have responded to the demands of Indigenous peoples with cultural and linguistic recognition, and such recognition has influenced how traditionally marginalized peoples self‐identify. This article examines how teachers in an intercultural bilingual school in Quito, Ecuador, coach students to speak successively in Spanish and Kichwa in greetings and songs as they model languages as discrete, commensurate, and orderly. Through semiotic processes of diagrammaticity, multilingual ways of speaking align with nonlinguistic markers, such as regional forms of dress, to illustrate a sanctioned form of Indigeneity as the identities of the students. Drawing on the concept of “misfire,” the article shows how, in the process, the students speak “incorrectly” in Kichwa but successfully illustrate their citizenship identities for non‐Kichwa‐speakers. Such actions foreground sanctioned traits, helping students to pass through public spaces and gain funding for intercultural bilingual education. State recognition thus paradoxically orients use of Indigenous languages towards those who do not understand them.

中文翻译：

---

通过原住民语言教学获得多元文化公民：厄瓜多尔成功的Kichwa Misfires和现代主义语言意识形态建模

近年来，国家政策制定者以文化和语言上的认可来回应土著人民的需求，这种认可影响了传统上被边缘化的人民的自我认同。本文研究了厄瓜多尔基多一所跨文化双语学校的老师如何指导学生用离散和相称，有序的语言来用西班牙语和基奇瓦语问候和歌声。通过图示的符号学过程，多语言的说话方式与非语言标记（例如着装的区域形式）保持一致，以说明一种认可的土著形式，作为学生的身份。文章以“失火”为概念，展示了在此过程中，学生在奇克瓦语中的发音“不正确”，但成功地说明了非奇克瓦语人士的公民身份。此类行为体现了受制裁的特质，帮助学生穿越公共场所并获得跨文化双语教育的资金支持。因此，国家承认自相矛盾地将土著语言的使用面向那些不理解土著语言的人。