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article .research-hypotheses h3{font-size:1.17rem!important}#research-r03-release.iict-journal article .research-hypotheses p{font-size:1rem!important}}\n\n\/* IICT VISUALES FINAL 20261106 *\/\n#research-r03-release.iict-journal article .iict-journal-table thead{display:table-header-group!important;position:static!important;inset:auto!important;width:auto!important;height:auto!important;overflow:visible!important;clip:auto!important;clip-path:none!important;visibility:visible!important;opacity:1!important}\n#research-r03-release.iict-journal article .iict-journal-table table caption{position:sticky!important;left:0!important;width:min(42rem,calc(100vw - 5rem))!important;max-width:100%!important;white-space:normal!important;overflow-wrap:break-word!important;hyphens:auto!important}\n@media(max-width:700px){#research-r03-release.iict-journal article .iict-journal-table tbody th{width:clamp(8rem,42vw,14rem)!important;max-width:14rem!important;white-space:normal!important}}\n\/* \/IICT VISUALES FINAL *\/\n<\/style>\n<nav class=\"research-languages\" aria-label=\"Versiones completas del art\u00edculo\"><a href=\"#r03-es-text\">Espa\u00f1ol \u00b7 texto completo<\/a><a href=\"#r03-en-text\">English \u00b7 complete text<\/a><a href=\"#r03-fr-text\">Fran\u00e7ais \u00b7 texte int\u00e9gral<\/a><a href=\"https:\/\/totonacapan.com\/?page_id=1225\">Investigaciones \u2197<\/a><\/nav><!-- IICT-CITE-CSS --><style>.iict-citation{display:block!important;max-width:780px!important;margin:2.8rem auto!important;padding:1.6rem 1.7rem!important;border-block:1px solid #b6a06b!important;border-left:2px solid #a58a47!important;background:#edf0e7!important;color:#344c53!important;grid-column:1\/-1!important}.iict-citation h2{display:block!important;margin:0 0 1.1rem!important;font:400 1.65rem\/1.25 Georgia,serif!important;color:#264b61!important;text-align:left!important;letter-spacing:0!important}.iict-citation p,.iict-citation blockquote{display:block!important;margin:0 0 1rem!important;padding:0!important;border:0!important;background:none!important;text-align:left!important;text-indent:0!important;letter-spacing:normal!important;hyphens:none!important}.iict-citation p{font:400 .93rem\/1.7 var(--sans,system-ui,sans-serif)!important}.iict-citation blockquote{font:400 1.08rem\/1.8 Georgia,serif!important;overflow-wrap:anywhere!important}.iict-citation a{display:inline!important;overflow-wrap:anywhere!important;color:#264b61!important}.iict-citation .iict-citation-label{font:400 .72rem\/1.6 var(--sans,system-ui,sans-serif)!important;letter-spacing:.08em!important;text-transform:uppercase!important;color:#596b58!important}.iict-citation-policy li{margin-block:.7rem!important;font:400 1rem\/1.75 Georgia,serif!important}.iict-citation-policy ol{padding-left:1.3rem!important}.iict-citation-policy .iict-citation-format{font:400 1.02rem\/1.8 Georgia,serif!important}.iict-citation a:focus-visible{outline:2px solid #a58a47;outline-offset:4px}@media(max-width:650px){.iict-citation{padding:1.3rem 1.1rem!important;margin:2rem auto!important}.iict-citation h2{font-size:1.5rem!important}.iict-citation blockquote{font-size:1rem!important}}<\/style><!-- \/IICT-CITE-CSS --><article id=\"r03-es-text\" lang=\"es\"><header><p class=\"eyebrow\">Territorio y pueblos \u00b7 Investigaci\u00f3n R03<\/p><h1>Lenguas del Totonacapan: variantes, territorios y transmisi\u00f3n<\/h1><p class=\"research-deck\">Una lengua vive en las conversaciones, en los cuidados y en los espacios donde vuelve a hacer falta. Comprender esa vida exige distinguir los nombres, los n\u00fameros y las experiencias.<\/p><\/header><section class=\"research-abstract\" aria-label=\"Resumen\"><h2>Resumen<\/h2><p>El Totonacapan re\u00fane lenguas de distintas familias y formas diversas de hablar, aprender y escribir. Este art\u00edculo relaciona el cat\u00e1logo del INALI, dos retratos municipales del Censo 2020 y estudios situados sobre familia y escuela. La comparaci\u00f3n muestra por qu\u00e9 clasificar una lengua, contar hablantes y explicar su transmisi\u00f3n son tareas distintas. El cuadro desplegable documenta sus encuentros y sus diferencias.<\/p><h3>La pregunta de esta investigaci\u00f3n<\/h3><p><strong>\u00bfQu\u00e9 cambia cuando pasamos de nombrar una lengua a preguntar qui\u00e9n la aprende, con qui\u00e9n la usa y en qu\u00e9 espacios puede continuar?<\/strong><\/p><p class=\"research-method\">El art\u00edculo compara documentos que observan cosas distintas. El cat\u00e1logo relaciona variantes y localidades; el censo de 2020 cuenta poblaci\u00f3n municipal de 3 a\u00f1os y m\u00e1s; los estudios examinan relaciones familiares y experiencias escolares. Las entrevistas citadas son trabajo de sus autores, no trabajo de campo propio del Instituto. Esa es la base de esta investigaci\u00f3n documental comparada.<\/p><\/section><section class=\"research-main-section\"><h2>1. Los nombres no son intercambiables<\/h2><p>Decir que en una regi\u00f3n se habla totonaco ayuda a orientarse. No permite saber todav\u00eda qu\u00e9 forma de la lengua se usa en una localidad, c\u00f3mo se nombra all\u00ed ni qu\u00e9 relaciones mantiene con otras formas cercanas. El cat\u00e1logo del INALI organiza esa informaci\u00f3n en tres niveles: familia, agrupaci\u00f3n y variante. Cada nivel responde a una pregunta distinta.<sup><a href=\"#r03-es-note-1\" aria-label=\"Nota 1\">[1]<\/a><\/sup><\/p><p>Las tres palabras del cat\u00e1logo tienen un sentido preciso. Una familia ling\u00fc\u00edstica re\u00fane lenguas con un origen hist\u00f3rico compartido. Una agrupaci\u00f3n corresponde al nombre con el que se ha reconocido hist\u00f3ricamente a un pueblo. Una variante recoge diferencias en la lengua y en sus usos sociales, llamadas diferencias socioling\u00fc\u00edsticas. En esta clasificaci\u00f3n, el totonaco y el tepehua pertenecen a la familia totonaco\u2013tepehua; el n\u00e1huatl, el otom\u00ed y el t\u00e9nek pertenecen a otras familias. Vivir en un mismo territorio o mantener intercambios no borra esas diferencias.<sup><a href=\"#r03-es-note-1\" aria-label=\"Nota 1\">[1]<\/a><\/sup><sup><a href=\"#r03-es-note-2\" aria-label=\"Nota 2\">[2]<\/a><\/sup><\/p><p>Tampoco un nombre externo sustituye todas las maneras de nombrarse. El cat\u00e1logo registra, por ejemplo, lichiwin tutunaku para el totonaco de la costa, tutun\u00e1ku o tutunak\u00fa en el central del sur y lhiimaqalhqama\u2019 entre las denominaciones del tepehua del sur. Son entradas documentadas del cat\u00e1logo, no una encuesta actual sobre la preferencia de cada hablante.<sup><a href=\"#r03-es-note-2\" aria-label=\"Nota 2\">[2]<\/a><\/sup><\/p><\/section><section class=\"research-family research-visual\" aria-label=\"Cuatro familias, cinco agrupaciones\"><h3>Cuatro familias, cinco agrupaciones<\/h3><p class=\"research-method\">Clasificaci\u00f3n del cat\u00e1logo INALI. Las conexiones muestran parentesco ling\u00fc\u00edstico; no son fronteras territoriales.<\/p><dl><div><dt><span class=\"family-number\">01<\/span>Totonaco\u2013tepehua<\/dt><dd>Totonaco \u00b7 Tepehua<\/dd><\/div><div><dt><span class=\"family-number\">02<\/span>Yuto-nahua<\/dt><dd>N\u00e1huatl<\/dd><\/div><div><dt><span class=\"family-number\">03<\/span>Oto-mangue<\/dt><dd>Otom\u00ed<\/dd><\/div><div><dt><span class=\"family-number\">04<\/span>Maya<\/dt><dd>Huasteco \u00b7 t\u00e9nek<\/dd><\/div><\/dl><h4>Dentro de la agrupaci\u00f3n totonaco<\/h4><p class=\"research-method\">El cat\u00e1logo registra siete variantes: sureste, central del norte, cerro Xinolat\u00e9petl, central alto, costa, r\u00edo Necaxa y central del sur. Para tepehua registra sur, norte y oeste. Estas categor\u00edas no son una escala de prestigio ni de correcci\u00f3n.<sup><a href=\"#r03-es-note-1\" aria-label=\"Nota 1\">[1]<\/a><\/sup><sup><a href=\"#r03-es-note-2\" aria-label=\"Nota 2\">[2]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><figure class=\"iict-plate\" id=\"iict-plate-r03-a-es\" lang=\"es\" aria-labelledby=\"iict-plate-r03-a-es-title\" style=\"--plate-cols:3\"><div class=\"plate-top\"><p class=\"plate-kicker\">Cuaderno ilustrado \u00b7 I<\/p><h3 id=\"iict-plate-r03-a-es-title\">Una familia compartida no borra dos lenguas<\/h3><\/div><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"plate-art\" viewBox=\"0 0 750 420\" role=\"img\" aria-labelledby=\"iict-plate-r03-a-es-art-title iict-plate-r03-a-es-art-desc\"><title id=\"iict-plate-r03-a-es-art-title\">Una familia compartida no borra dos lenguas<\/title><desc id=\"iict-plate-r03-a-es-art-desc\">1. La familia totonaco\u2013tepehua re\u00fane una relaci\u00f3n hist\u00f3rica. 2. Totonaco y tepehua son agrupaciones diferenciadas. 3. Las variantes precisan diferencias y localidades dentro de cada agrupaci\u00f3n. Esquema de niveles del cat\u00e1logo del INALI, centrado en este parentesco; no es un \u00e1rbol exhaustivo de variantes.<\/desc><defs><pattern id=\"iict-plate-r03-a-es-grain\" patternUnits=\"userSpaceOnUse\" width=\"17\" height=\"19\"><circle cx=\"2\" cy=\"3\" r=\".6\" fill=\"#a9a384\" opacity=\".15\"\/><circle cx=\"11\" cy=\"14\" r=\".5\" fill=\"#b3a98a\" opacity=\".16\"\/><\/pattern><\/defs><rect width=\"750\" height=\"420\" fill=\"url(#iict-plate-r03-a-es-grain)\"\/><path d=\"M375 98 L375 150 M375 150 L210 210 M375 150 L540 210 M210 210 L130 294 M210 210 L280 294 M540 210 L470 294 M540 210 L620 294\" fill=\"none\" stroke=\"#93a182\" stroke-width=\"4\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><g transform=\"translate(375 104) rotate(0) scale(0.62)\"><path d=\"M0 0 C-32 -45 -25 -92 0 -122 C30 -88 35 -40 0 0Z\" fill=\"#8d9b72\" stroke=\"#52694d\" stroke-width=\"1.5\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 0 Q-4 -60 0 -113\" fill=\"none\" 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stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q18 -84 22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q-20 -99 -23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q20 -99 23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><\/g><circle cx=\"450\" cy=\"79\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"450\" y=\"87\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">1<\/text><circle cx=\"627\" cy=\"170\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"627\" y=\"178\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">2<\/text><circle cx=\"375\" cy=\"326\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"375\" y=\"334\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">3<\/text><\/svg><ol class=\"plate-legend\"><li>La familia totonaco\u2013tepehua re\u00fane una relaci\u00f3n hist\u00f3rica.<\/li><li>Totonaco y tepehua son agrupaciones diferenciadas.<\/li><li>Las variantes precisan diferencias y localidades dentro de cada agrupaci\u00f3n.<\/li><\/ol><figcaption class=\"plate-caption\">Esquema de niveles del cat\u00e1logo del INALI, centrado en este parentesco; no es un \u00e1rbol exhaustivo de variantes. \u00b7 Ilustraci\u00f3n original del Instituto \u00b7 <a href=\"#r03-es-evidence\">Fuentes y contraste<\/a><\/figcaption><\/figure>\n<h2>2. Una regi\u00f3n de contacto, no un reparto de casillas<\/h2><p>La misma lista de localidades obliga a abandonar un mapa de compartimentos cerrados. En el cat\u00e1logo aparecen localidades del municipio poblano de Pantepec en los registros de totonaco, tepehua y otom\u00ed. Eso documenta presencias en el municipio; no demuestra que cada localidad tenga la misma composici\u00f3n ni permite calcular cu\u00e1ntas personas hablan cada lengua.<sup><a href=\"#r03-es-note-2\" aria-label=\"Nota 2\">[2]<\/a><\/sup><\/p><p>La precisi\u00f3n geogr\u00e1fica evita tambi\u00e9n equ\u00edvocos. Huehuetla, Puebla, ser\u00e1 uno de los municipios comparados aqu\u00ed. Huehuetla, Hidalgo, aparece en el registro del tepehua del sur y es otro municipio. El nombre compartido no convierte en intercambiables sus datos, sus hablantes ni sus historias. Por la misma raz\u00f3n, una lista ling\u00fc\u00edstica no delimita por s\u00ed sola todo el Totonacapan.<sup><a href=\"#r03-es-note-2\" aria-label=\"Nota 2\">[2]<\/a><\/sup><sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup><\/p><\/section><figure class=\"iict-supplied-plate\" id=\"l4-lenguas\" lang=\"es\" style=\"display:block;clear:both;float:none;width:100%;max-width:100%;margin:2.5rem 0;box-sizing:border-box\"><img src=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/L4_pueblos_lenguas.jpg\" alt=\"El Totonacapan \u00b7 pueblos y lenguas: l\u00e1mina editorial con diagramas y datos explicados en el art\u00edculo\" width=\"1430\" height=\"1078\" loading=\"lazy\" decoding=\"async\" style=\"display:block;width:100%;max-width:100%;height:auto;object-fit:contain\"><figcaption style=\"font:400 .78rem\/1.65 system-ui,sans-serif;text-align:left;padding:.8rem 0;color:#52646a\"><strong>El Totonacapan \u00b7 pueblos y lenguas.<\/strong> L\u00e1mina de contacto entre pueblos y lenguas. Las cifras reproducidas proceden de referencias de 1982\u20132000; son hist\u00f3ricas, no un censo actual. Las \u00e1reas son aproximadas y se superponen.<\/figcaption><details style=\"max-width:100%;font-size:.85rem\"><summary>Ampliar la l\u00e1mina para leer sus detalles<\/summary><div style=\"overflow:auto;max-width:100%;max-height:80vh\" tabindex=\"0\" aria-label=\"L\u00e1mina ampliada; desplazar para leer\"><img decoding=\"async\" src=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/L4_pueblos_lenguas.jpg\" alt=\"El Totonacapan \u00b7 pueblos y lenguas, vista ampliada\" loading=\"lazy\" width=\"1430\" height=\"1078\" style=\"display:block;width:1430px!important;max-width:none!important;height:auto!important\"><\/div><\/details><\/figure><section class=\"research-main-section\"><h2>3. Dos municipios, dos denominadores<\/h2><p>En 2020, el 19.84% de la poblaci\u00f3n de 3 a\u00f1os y m\u00e1s de Papantla hablaba una lengua ind\u00edgena. En Huehuetla, Puebla, la proporci\u00f3n era 84.52%. La comparaci\u00f3n describe dos municipios y una pregunta censal; no es una medici\u00f3n del conjunto de la regi\u00f3n.<sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup><\/p><p>Aqu\u00ed cambia la pregunta y, con ella, la base del c\u00e1lculo. Entre quienes hablaban una lengua ind\u00edgena, el totonaco representaba el 97.6% en Papantla y el 98.6% en Huehuetla. Son las cifras que a\u00f1aden las fichas; no dicen que casi toda la poblaci\u00f3n de ambos municipios hablara totonaco. Leer juntas las dos bases evita exagerar lo que muestran los porcentajes.<sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup><\/p><p>El censo pregunta por la capacidad de hablar, mediante un informante del hogar. No mide con esa sola pregunta la escritura, la frecuencia de uso ni todos los registros de una lengua. Tampoco es la misma pregunta que la autoidentificaci\u00f3n ind\u00edgena. Una persona puede reconocerse en una pertenencia y haber dejado de hablar su lengua familiar; otra puede hablar varias lenguas. La clasificaci\u00f3n censal no resume toda esa experiencia.<sup><a href=\"#r03-es-note-4\" aria-label=\"Nota 4\">[4]<\/a><\/sup><\/p><\/section><section class=\"research-census research-visual\"><h3>Primera base: poblaci\u00f3n municipal de 3 a\u00f1os y m\u00e1s<\/h3><p class=\"research-method\">Porcentaje que habla una lengua ind\u00edgena \u00b7 Censo 2020<\/p><div class=\"research-bars\"><div class=\"research-bar-item\"><div class=\"bar-heading\"><span>Papantla \u00b7 Veracruz<\/span><strong>19.84%<\/strong><\/div><div class=\"bar-track\" aria-hidden=\"true\"><span style=\"width:19.84%\"><\/span><\/div><\/div><div class=\"research-bar-item\"><div class=\"bar-heading\"><span>Huehuetla \u00b7 Puebla<\/span><strong>84.52%<\/strong><\/div><div class=\"bar-track\" aria-hidden=\"true\"><span style=\"width:84.52%\"><\/span><\/div><\/div><div class=\"bar-axis\" aria-hidden=\"true\"><span>0%<\/span><span>100%<\/span><\/div><\/div><p class=\"research-version\">Misma pregunta y mismo grupo de edad. Se comparan municipios, no el conjunto del Totonacapan. Fuente: INEGI, panoramas 2020, Veracruz pp. 280\u2013281 y Puebla pp. 168\u2013169.<sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup><\/p><h3>Segunda base: entre quienes hablan una lengua ind\u00edgena<\/h3><div class=\"research-matrix\"><div class=\"iict-journal-table\" role=\"region\" tabindex=\"0\" aria-label=\"Tabla de datos\" style=\"--journal-table-min:40rem\"><table><thead><tr><th scope=\"col\">Municipio<\/th><th scope=\"col\">Totonaco<\/th><th scope=\"col\">N\u00e1huatl<\/th><th scope=\"col\">No habla espa\u00f1ol<\/th><\/tr><\/thead><tbody><tr><th scope=\"row\">Papantla \u00b7 Veracruz<\/th><td data-label=\"Totonaco\">97.6%<\/td><td data-label=\"N\u00e1huatl\">1.7%<\/td><td data-label=\"No habla espa\u00f1ol\">2.49%<\/td><\/tr><tr><th scope=\"row\">Huehuetla \u00b7 Puebla<\/th><td data-label=\"Totonaco\">98.6%<\/td><td data-label=\"N\u00e1huatl\">1.3%<\/td><td data-label=\"No habla espa\u00f1ol\">22.22%<\/td><\/tr><\/tbody><\/table><\/div><\/div><p class=\"research-method\">Totonaco y n\u00e1huatl: distribuci\u00f3n de lenguas entre hablantes ind\u00edgenas. No habla espa\u00f1ol: proporci\u00f3n entre hablantes ind\u00edgenas de 3 a\u00f1os y m\u00e1s. Son indicadores diferentes; no se suman las columnas. Los porcentajes publicados est\u00e1n redondeados.<sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><style id=\"iict-visual-essays-20261106\">\n#main figure.iict-viz{box-sizing:border-box;width:100%;max-width:100%;margin:2.3rem auto!important;padding:clamp(20px,3vw,34px)!important;border:1px solid #cfc3a9!important;border-top:3px solid #a68b46!important;border-radius:2px!important;background:linear-gradient(135deg,#fffcf4,#f5efdf)!important;color:#254761!important;box-shadow:0 18px 30px -32px #17314480;overflow:visible!important;float:none!important;clear:both;isolation:isolate;break-inside:avoid;}\n#main figure.iict-viz *,#main figure.iict-viz *::before,#main figure.iict-viz *::after{box-sizing:border-box}#main figure.iict-viz>header{display:block!important;width:100%!important;margin:0 0 1.35rem!important;padding:0!important;border:0!important;background:none!important}#main figure.iict-viz 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h4{font-size:16px!important}#main figure.iict-viz.viz-vanilla .viz-cell p{font-size:15px!important}}<\/style>\n<figure class=\"iict-viz viz-network\" id=\"iict-viz-r03-es\" lang=\"es\" aria-labelledby=\"iict-viz-r03-es-title\"><header><div class=\"viz-kicker\"><span>Cuadernos visuales<\/span><span>R03 \u00b7 01<\/span><\/div><h3 id=\"iict-viz-r03-es-title\">Los lugares donde una lengua sigue haciendo falta<\/h3><p>Transmitir tambi\u00e9n significa poder usar la lengua en relaciones distintas.<\/p><\/header><div class=\"viz-art\" style=\"--viz-cols:3\"><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><circle cx=\"140\" cy=\"31\" r=\"13\"\/><path d=\"M115 84V65q0-17 25-17t25 17v19M95 42a10 10 0 1 1 0-20M185 42a10 10 0 1 0 0-20M77 87V65q0-17 25-17M203 87V65q0-17-25-17M111 95h58\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">01<\/span><h4>Familia<\/h4><p>Conversaciones y v\u00ednculos entre generaciones.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M140 34q-25-20-65-9v65q35-11 65 5 30-16 65-5V25q-40-11-65 9v61M91 43q20-3 34 5M91 59q20-3 34 5M155 48q17-8 34-5M155 64q17-8 34-5\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">02<\/span><h4>Escuela<\/h4><p>Aprendizaje situado y oportunidades de uso.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M80 22h120v56h-67l-24 20V78H80zM98 42h84M98 57h62\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">03<\/span><h4>Radio<\/h4><p>La palabra encuentra un espacio p\u00fablico.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M90 14h82l22 22v60H90z\"\/><path d=\"M172 14v22h22M106 47h64M106 59h56M106 71h65M106 83h38\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">04<\/span><h4>Escritura<\/h4><p>Acuerdos comunes sin borrar las variantes.<\/p><\/div><\/div><figcaption>Relaciones examinadas por el art\u00edculo; no es una escala de dominio ling\u00fc\u00edstico.<span class=\"viz-source\">S\u00edntesis visual original del Instituto \u00b7 <a href=\"#r03-es-evidence\">Fuentes y contraste<\/a><\/span><\/figcaption><\/figure>\n<h2>4. La transmisi\u00f3n sucede entre personas<\/h2><p>El estudio de Santiago Francisco y Figueroa Saavedra sobre Filomeno Mata relaciona el contacto familiar con el dominio del totonaco. Destaca a los abuelos y registra trayectorias familiares diversas. Sus asociaciones estad\u00edsticas no prueban una causa \u00fanica.<sup><a href=\"#r03-es-note-5\" aria-label=\"Nota 5\">[5]<\/a><\/sup><\/p><p>Contar hablantes abre la puerta; despu\u00e9s hay que escuchar las relaciones de aprendizaje. \u00bfQui\u00e9n habla con qui\u00e9n, en qu\u00e9 momentos, para hacer qu\u00e9 y con qu\u00e9 posibilidades de responder? Un saludo, una explicaci\u00f3n de trabajo y una conversaci\u00f3n larga requieren recursos distintos. La capacidad de usar una lengua puede ampliarse, cambiar de espacio o interrumpirse. Para comprender una trayectoria concreta hacen falta testimonios y observaci\u00f3n en lugares y situaciones precisos, adem\u00e1s de cifras.<\/p><p>Comparar generaciones exige la misma prudencia. Una fotograf\u00eda estad\u00edstica de edades diferentes no sigue a las mismas personas a lo largo de su vida. Si se quiere saber cu\u00e1ndo y por qu\u00e9 cambi\u00f3 una familia de lengua, la investigaci\u00f3n debe reconstruir su secuencia, no deducirla autom\u00e1ticamente de un cuadro municipal.<\/p><\/section><figure class=\"research-visual\"><a href=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/iict-territorio-sierra-cuetzalan-20261104.jpg\"><img decoding=\"async\" src=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/iict-territorio-sierra-cuetzalan-20261104.jpg\" alt=\"Cuetzalan: un espacio de la Sierra Norte\" width=\"1920\" height=\"1442\" loading=\"lazy\"><\/a><figcaption><strong>Cuetzalan: un espacio de la Sierra Norte<\/strong>Cuetzalan, Puebla, 29 de marzo de 2008. Fotograf\u00eda de Ciro Cuesta, Wikimedia Commons, CC BY-SA 4.0; reducci\u00f3n proporcional. La imagen sit\u00faa una localidad; no documenta una clase ni una emisi\u00f3n de radio. <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Tarde_en_Cuetzalan.jpg\">Wikimedia Commons \u2197<\/a> \u00b7 <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0 \u2197<\/a><\/figcaption><\/figure><section class=\"research-main-section\"><h2>5. Escuela, radio y traducci\u00f3n: lugares donde usar la lengua<\/h2><p>Chakravarti estudia la preparatoria totonaca CESIK de Huehuetla, Puebla, desde una experiencia vinculada al proyecto y entrevistas de 2018. Documenta una propuesta escolar que relaciona aprendizaje, comunidad y participaci\u00f3n. Su perspectiva situada complementa el censo; no representa estad\u00edsticamente todas las escuelas.<sup><a href=\"#r03-es-note-6\" aria-label=\"Nota 6\">[6]<\/a><\/sup><\/p><p>En Cuetzalan, la emisora XECTZ La Voz de la Sierra Norte transmite en n\u00e1huatl y totonaco. Su p\u00e1gina oficial fecha su origen el 21 de agosto de 1994. La radio a\u00f1ade un espacio p\u00fablico a las conversaciones familiares y escolares. El alcance de emisi\u00f3n declarado por una estaci\u00f3n, sin embargo, no equivale a saber cu\u00e1ntas personas la escuchan ni qu\u00e9 efecto tiene sobre la transmisi\u00f3n.<sup><a href=\"#r03-es-note-7\" aria-label=\"Nota 7\">[7]<\/a><\/sup><\/p><p>La traducci\u00f3n abre otra pregunta de investigaci\u00f3n: \u00bfqui\u00e9n puede comprender e intervenir cuando cambian la lengua y el contexto de una conversaci\u00f3n? Investigar esa capacidad requiere observar situaciones concretas y sus participantes. El hecho de que exista una escuela o una emisora no demuestra por s\u00ed solo que cualquier persona tenga acceso a una traducci\u00f3n adecuada.<\/p><\/section><section class=\"research-main-section\"><section class=\"iict-reading-addition\" data-kind=\"inline\" id=\"iict-reading-r03-es\" lang=\"es\" aria-labelledby=\"iict-reading-r03-es-title\"><h3 id=\"iict-reading-r03-es-title\">La lengua tambi\u00e9n escribe el presente<\/h3><p>La poes\u00eda ofrece una entrada distinta a las cifras. Radio Educaci\u00f3n conserva un programa sobre Manuel Espinosa Sainos, poeta y locutor biling\u00fce originario de Ixtepec, Puebla. Emitido el 5 de mayo de 2020, el episodio re\u00fane poes\u00eda en espa\u00f1ol y totonaco e incluye \u00abTu cuerpo es la danza\u00bb. El cat\u00e1logo identifica tambi\u00e9n a quienes investigaron, escribieron y produjeron sus seis minutos y treinta y nueve segundos. <a class=\"reading-ref\" href=\"#iict-reading-r03-es-source\" aria-label=\"Ver fuentes y contraste\">\u2197<\/a><\/p><p>Una lengua encuentra aqu\u00ed espacio para la creaci\u00f3n amorosa y para un p\u00fablico que escucha. Su continuidad comprende esa posibilidad de decir algo nuevo, adem\u00e1s de transmitir lo aprendido. La escritura compartida puede ampliar esos caminos sin borrar las formas locales de hablar.<\/p><p class=\"reading-links\"><a href=\"https:\/\/catalogoradioeducacion.cultura.gob.mx\/programas\/manuel-espinosa-sainos\/\">Radio Educaci\u00f3n \u00b7 programa 0013, emisi\u00f3n 05\/05\/2020<\/a> \u00b7 <a href=\"#r03-es-evidence\">Fuentes y contraste<\/a><\/p><\/section>\n<figure class=\"iict-plate\" id=\"iict-plate-r03-b-es\" lang=\"es\" aria-labelledby=\"iict-plate-r03-b-es-title\" style=\"--plate-cols:3\"><div class=\"plate-top\"><p class=\"plate-kicker\">Cuaderno ilustrado \u00b7 II<\/p><h3 id=\"iict-plate-r03-b-es-title\">D\u00f3nde se vuelve a usar una lengua<\/h3><\/div><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"plate-art\" viewBox=\"0 0 750 420\" role=\"img\" aria-labelledby=\"iict-plate-r03-b-es-art-title iict-plate-r03-b-es-art-desc\"><title id=\"iict-plate-r03-b-es-art-title\">D\u00f3nde se vuelve a usar una lengua<\/title><desc id=\"iict-plate-r03-b-es-art-desc\">1. En casa: hablar con familiares vincula experiencia y aprendizaje. 2. En espacios p\u00fablicos: escuela, radio y traducci\u00f3n crean ocasiones de uso. 3. En la escritura: acordar graf\u00edas y crear textos abre otras conversaciones. Espacios documentados por fuentes distintas; la ilustraci\u00f3n no los ordena por eficacia ni los presenta como una receta \u00fanica.<\/desc><defs><pattern id=\"iict-plate-r03-b-es-grain\" patternUnits=\"userSpaceOnUse\" width=\"17\" height=\"19\"><circle cx=\"2\" cy=\"3\" r=\".6\" fill=\"#a9a384\" opacity=\".15\"\/><circle cx=\"11\" cy=\"14\" r=\".5\" fill=\"#b3a98a\" opacity=\".16\"\/><\/pattern><\/defs><rect width=\"750\" height=\"420\" fill=\"url(#iict-plate-r03-b-es-grain)\"\/><g transform=\"translate(143 205) scale(0.9)\"><path d=\"M-66 -12 L0 -68 L66 -12 L48 -12 L48 55 L-48 55 L-48 -12Z\" fill=\"#e6deca\" stroke=\"#6f7560\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><rect x=\"-12\" y=\"9\" width=\"24\" height=\"46\" rx=\"0\" fill=\"#a5ae91\" stroke=\"#6f7560\" stroke-width=\"2\"\/><rect x=\"-38\" y=\"-4\" width=\"17\" height=\"22\" rx=\"0\" fill=\"#d2d9cb\" stroke=\"#6f7560\" stroke-width=\"2\"\/><rect x=\"23\" y=\"-4\" width=\"17\" height=\"22\" rx=\"0\" fill=\"#d2d9cb\" stroke=\"#6f7560\" stroke-width=\"2\"\/><\/g><g transform=\"translate(375 203) scale(0.8)\"><path d=\"M0 -67 C-36 -92 -83 -82 -105 -76 L-105 65 C-61 53 -24 57 0 76 C24 57 61 53 105 65 L105 -76 C70 -86 30 -90 0 -67Z\" fill=\"#f6efde\" stroke=\"#9c8e6b\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><line x1=\"0\" y1=\"-65\" x2=\"0\" y2=\"73\" stroke=\"#9c8e6b\" stroke-width=\"2\" \/><path d=\"M-88 -45 Q-46 -54 -15 -35 M15 -35 Q46 -54 88 -45\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 -29 Q-46 -38 -15 -19 M15 -19 Q46 -38 88 -29\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 -13 Q-46 -22 -15 -3 M15 -3 Q46 -22 88 -13\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 3 Q-46 -6 -15 13 M15 13 Q46 -6 88 3\" 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stroke-width=\"1\" \/><line x1=\"607\" y1=\"173\" x2=\"607\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"653\" y1=\"145\" x2=\"684\" y2=\"101\" stroke=\"#8b8568\" stroke-width=\"3\" \/><path d=\"M672 78 Q719.6666666666666 88 692 118\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M663 60 Q725.6666666666666 88 701 136\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M654 42 Q731.6666666666666 88 710 154\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><line x1=\"225\" y1=\"204\" x2=\"278\" y2=\"204\" stroke=\"#ae8e4b\" stroke-width=\"2\" stroke-dasharray=\"5 7\"\/><circle cx=\"278\" cy=\"204\" r=\"4\" fill=\"#ae8e4b\" stroke=\"#ae8e4b\" stroke-width=\"1\"\/><line x1=\"471\" y1=\"204\" x2=\"514\" y2=\"204\" stroke=\"#ae8e4b\" stroke-width=\"2\" stroke-dasharray=\"5 7\"\/><circle cx=\"514\" cy=\"204\" r=\"4\" fill=\"#ae8e4b\" stroke=\"#ae8e4b\" stroke-width=\"1\"\/><circle cx=\"143\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"143\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">1<\/text><circle cx=\"375\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"375\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">2<\/text><circle cx=\"609\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"609\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">3<\/text><\/svg><ol class=\"plate-legend\"><li>En casa: hablar con familiares vincula experiencia y aprendizaje.<\/li><li>En espacios p\u00fablicos: escuela, radio y traducci\u00f3n crean ocasiones de uso.<\/li><li>En la escritura: acordar graf\u00edas y crear textos abre otras conversaciones.<\/li><\/ol><figcaption class=\"plate-caption\">Espacios documentados por fuentes distintas; la ilustraci\u00f3n no los ordena por eficacia ni los presenta como una receta \u00fanica. \u00b7 Ilustraci\u00f3n original del Instituto \u00b7 <a href=\"#r03-es-evidence\">Fuentes y contraste<\/a><\/figcaption><\/figure>\n<h2>6. Escribir juntos sin dejar de hablar de maneras distintas<\/h2><p>La Norma de escritura de la lengua Tutunak\u00fa, publicada en 2017, reconstruye un proceso de trabajo iniciado en Mirasol, Amixtl\u00e1n, Puebla, el 11 de abril de 1983. La nota institucional que anuncia trabajos en 2015 corresponde a una etapa posterior. Un titular de inicio no reemplaza esa historia.<sup><a href=\"#r03-es-note-8\" aria-label=\"Nota 8\">[8]<\/a><\/sup><\/p><p>Acordar c\u00f3mo escribir puede facilitar materiales y comunicaci\u00f3n entre variantes. No vuelve id\u00e9nticas todas las pronunciaciones ni obliga a abandonar los nombres locales. Aprender a escribir y seguir hablando una lengua est\u00e1n relacionados, pero cada proceso necesita sus propias pruebas. La norma publicada demuestra que existe una herramienta disponible. Saber c\u00f3mo se utiliza exige estudiar sus usos.<\/p><\/section><section class=\"research-time research-visual\"><h3>Una escritura con historia<\/h3><ol><li><span class=\"research-time-date\">1983<\/span><strong>Primer encuentro<\/strong><span>Mirasol, Amixtl\u00e1n, Puebla \u00b711 de abril.<\/span><\/li><li><span class=\"research-time-date\">2015<\/span><strong>Una nueva etapa<\/strong><span>La nota del INALI anuncia trabajos de normalizaci\u00f3n.<\/span><\/li><li><span class=\"research-time-date\">2017<\/span><strong>Publicaci\u00f3n<\/strong><span>Primera edici\u00f3n de la Norma Tutunak\u00fa.<\/span><\/li><\/ol><p class=\"research-version\">Cronolog\u00eda de lectura elaborada a partir de la Norma 2017, pp. 87\u201393, y la nota institucional del 26\/10\/2015. No representa todos los encuentros del proceso.<sup><a href=\"#r03-es-note-8\" aria-label=\"Nota 8\">[8]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><h2>7. Qu\u00e9 habr\u00eda que contrastar ahora<\/h2><p>La comparaci\u00f3n documental permite formular preguntas mejores que una clasificaci\u00f3n entre lenguas que viven y lenguas que desaparecen. Importan los espacios donde se usan, las relaciones que permiten aprenderlas y las decisiones de sus hablantes. Un porcentaje alto no garantiza todos los usos; uno bajo no explica por s\u00ed solo una trayectoria familiar.<\/p><p>El siguiente paso de una investigaci\u00f3n local ser\u00eda acordar con sus participantes qu\u00e9 estudiar: conversaciones entre generaciones, materiales escritos, experiencias escolares o escucha de radio. Har\u00edan falta fechas, variantes y situaciones precisas, junto con autorizaci\u00f3n para registrar y publicar. Ese trabajo no se da aqu\u00ed por realizado. La contribuci\u00f3n de esta lectura es dejar identificadas las preguntas, las fuentes y los puntos donde una comparaci\u00f3n apresurada cambiar\u00eda el sentido de la prueba.<\/p><\/section><section class=\"research-visual\"><h2>Tres preguntas que necesitan pruebas propias<\/h2><ol class=\"research-hypotheses\"><li><span class=\"hypothesis-number\">01<\/span><div><h3>Relaciones y dominio<\/h3><p>\u00bfEl uso con distintos parientes se relaciona con distintas capacidades? Habr\u00eda que distinguir edad, exposici\u00f3n, ausencias y oportunidades de respuesta; una asociaci\u00f3n no decide por s\u00ed sola la causa.<\/p><\/div><\/li><li><span class=\"hypothesis-number\">02<\/span><div><h3>Escritura y usos<\/h3><p>\u00bfUna convenci\u00f3n compartida facilita nuevos usos entre variantes? Har\u00edan falta materiales fechados, pr\u00e1cticas observadas y valoraci\u00f3n de quienes los utilizan.<\/p><\/div><\/li><li><span class=\"hypothesis-number\">03<\/span><div><h3>Espacios p\u00fablicos y continuidad<\/h3><p>\u00bfQu\u00e9 aporta escuchar radio o participar en una escuela a una trayectoria ling\u00fc\u00edstica? Se necesitan experiencias y seguimiento; cobertura, matr\u00edcula y continuidad no son la misma variable.<\/p><\/div><\/li><\/ol><\/section><details class=\"research-evidence\" id=\"r03-es-evidence\"><summary><span class=\"evidence-kicker\">La investigaci\u00f3n por dentro<\/span><strong class=\"evidence-title\">Fuentes y contraste<\/strong><span class=\"evidence-subtitle\">Abrir el an\u00e1lisis de las fuentes, sus diferencias y la documentaci\u00f3n completa.<\/span><\/summary><p>Este cuadro permite comprobar qu\u00e9 cuenta cada fuente y qu\u00e9 comparaci\u00f3n admite. Una diferencia entre fuentes puede revelar otro m\u00e9todo, otro territorio o una pregunta distinta. Las referencias completas, sus p\u00e1ginas y las cuestiones abiertas est\u00e1n dentro del mismo desplegable.<\/p><div class=\"research-matrix\"><div class=\"iict-journal-table\" role=\"region\" tabindex=\"0\" aria-label=\"Tabla de datos\" style=\"--journal-table-min:40rem\"><table><thead><tr><th scope=\"col\">Pregunta<\/th><th scope=\"col\">Fuentes en di\u00e1logo<\/th><th scope=\"col\">Coincidencia o diferencia<\/th><th scope=\"col\">Lectura y cuesti\u00f3n abierta<\/th><\/tr><\/thead><tbody><tr><th scope=\"row\">\u00bfUna variante es una poblaci\u00f3n?<\/th><td data-label=\"Fuentes en di\u00e1logo\"><sup><a href=\"#r03-es-note-1\" aria-label=\"Nota 1\">[1]<\/a><\/sup> Cat\u00e1logo INALI: familia, agrupaci\u00f3n y variante. <sup><a href=\"#r03-es-note-2\" aria-label=\"Nota 2\">[2]<\/a><\/sup> Entradas territoriales. <sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup> Panorama INEGI 2020.<\/td><td data-label=\"Coincidencia o diferencia\">El cat\u00e1logo clasifica y localiza formas ling\u00fc\u00edsticas; el censo cuenta respuestas de personas. No son dos estimaciones rivales del mismo objeto.<\/td><td data-label=\"Lectura y cuesti\u00f3n abierta\">No convertir una lista de localidades en porcentajes. Una investigaci\u00f3n municipal debe explicitar a\u00f1o, variable y territorio antes de comparar.<\/td><\/tr><tr><th scope=\"row\">\u00bfQu\u00e9 significa 97.6%?<\/th><td data-label=\"Fuentes en di\u00e1logo\"><sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup> Papantla, pp. 280\u2013281: 19.84% y 97.6%. Huehuetla, Puebla, pp. 168\u2013169: 84.52% y 98.6%. <sup><a href=\"#r03-es-note-4\" aria-label=\"Nota 4\">[4]<\/a><\/sup> Definici\u00f3n de HLENGUA.<\/td><td data-label=\"Coincidencia o diferencia\">La primera pareja usa poblaci\u00f3n 3+ como base; la segunda, hablantes de lengua ind\u00edgena. Las fichas son compatibles cuando se conservan sus denominadores.<\/td><td data-label=\"Lectura y cuesti\u00f3n abierta\">No presentar 97.6% como poblaci\u00f3n total ni fabricar recuentos exactos multiplicando cifras redondeadas. Hablar, escribir y autoidentificarse requieren preguntas distintas.<\/td><\/tr><tr><th scope=\"row\">\u00bfQu\u00e9 prueba el v\u00ednculo familiar?<\/th><td data-label=\"Fuentes en di\u00e1logo\"><sup><a href=\"#r03-es-note-5\" aria-label=\"Nota 5\">[5]<\/a><\/sup> Santiago Francisco\/Figueroa Saavedra 2025, pp. 143\u2013148. <sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup> Retratos municipales 2020.<\/td><td data-label=\"Coincidencia o diferencia\">El estudio relaciona contacto familiar e indicador de dominio en Filomeno Mata; el censo municipal no reconstruye esas conversaciones. Son escalas complementarias.<\/td><td data-label=\"Lectura y cuesti\u00f3n abierta\">Asociaci\u00f3n no es causalidad. El art\u00edculo de origen informa 1080 en su resumen y 1081 en la submuestra del m\u00e9todo, dentro de 1337 entrevistas. Por eso esta lectura no usa un \u00fanico tama\u00f1o muestral como dato cerrado.<\/td><\/tr><tr><th scope=\"row\">\u00bfLa escuela y la radio aseguran la transmisi\u00f3n?<\/th><td data-label=\"Fuentes en di\u00e1logo\"><sup><a href=\"#r03-es-note-6\" aria-label=\"Nota 6\">[6]<\/a><\/sup> EstudioCESIK, entrevistas 2018, publicado 2023. <sup><a href=\"#r03-es-note-7\" aria-label=\"Nota 7\">[7]<\/a><\/sup> Ficha oficialXECTZ.<\/td><td data-label=\"Coincidencia o diferencia\">El estudio describe una experiencia escolar situada; la emisora declara lenguas y cobertura. Ninguna de esas fuentes mide por s\u00ed sola el efecto regional de ambos espacios.<\/td><td data-label=\"Lectura y cuesti\u00f3n abierta\">Distinguir experiencia, infraestructura y resultado. Se necesitar\u00edan seguimiento y criterios acordados con participantes para sostener una explicaci\u00f3n causal.<\/td><\/tr><tr><th scope=\"row\">\u00bfLa escritura comenz\u00f3 en 2015?<\/th><td data-label=\"Fuentes en di\u00e1logo\"><sup><a href=\"#r03-es-note-8\" aria-label=\"Nota 8\">[8]<\/a><\/sup> Norma Tutunak\u00fa 2017, pp. 87\u201393. NotaINALI 26\/10\/2015.<\/td><td data-label=\"Coincidencia o diferencia\">El libro recuerda encuentros desde 1983; el anuncio de 2015 informa de una etapa. La diferencia est\u00e1 en el alcance del relato, no en dos fechas excluyentes de un mismo acontecimiento.<\/td><td data-label=\"Lectura y cuesti\u00f3n abierta\">La cronolog\u00eda evita borrar el trabajo anterior. Publicar una norma no demuestra uniformidad oral ni adopci\u00f3n universal: sus usos necesitan investigaci\u00f3n propia.<\/td><\/tr><tr><th scope=\"row\">\u00bfQu\u00e9 permite afirmar una imagen?<\/th><td data-label=\"Fuentes en di\u00e1logo\"><sup><a href=\"#r03-es-note-9\" aria-label=\"Nota 9\">[9]<\/a><\/sup> Cuetzalan 2008, Ciro Cuesta. Diagramas de esta lectura basados en<sup><a href=\"#r03-es-note-1\" aria-label=\"Nota 1\">[1]<\/a><\/sup>\u2013<sup><a href=\"#r03-es-note-3\" aria-label=\"Nota 3\">[3]<\/a><\/sup> y<sup><a href=\"#r03-es-note-8\" aria-label=\"Nota 8\">[8]<\/a><\/sup>.<\/td><td data-label=\"Coincidencia o diferencia\">La fotograf\u00eda documenta un lugar y una fecha; los diagramas hacen visible una comparaci\u00f3n. No son testimonios de competencia ling\u00fc\u00edstica ni de efectos educativos.<\/td><td data-label=\"Lectura y cuesti\u00f3n abierta\">No identificar lenguas o pertenencias por la apariencia. Las fotos del estudio familiar no se reutilizan sin resolver licencia y autorizaci\u00f3n contextual.<\/td><\/tr><\/tbody><\/table><\/div><\/div><p>El contraste deja una ense\u00f1anza concreta: explicar qu\u00e9 observa cada fuente ayuda a entender mejor sus resultados. El cat\u00e1logo permite nombrar las lenguas; el censo, conocer sus dimensiones; y los estudios situados, plantear c\u00f3mo ocurren los procesos. Esa distinci\u00f3n de m\u00e9todo impide que una fuente sustituya autom\u00e1ticamente a las dem\u00e1s.<\/p><section class=\"research-sources\"><h3>Referencias y localizaci\u00f3n de las pruebas<\/h3><ol><li id=\"r03-es-note-1\"><strong>INALI<\/strong>. <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/\" target=\"_blank\" rel=\"noopener\">Cat\u00e1logo de las Lenguas Ind\u00edgenas Nacionales \u2197<\/a>. Definiciones de familia, agrupaci\u00f3n y variante; consulta del portal.<\/li><li id=\"r03-es-note-2\"><strong>INALI<\/strong>. <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/v_totonaco.html\" target=\"_blank\" rel=\"noopener\">Entradas del cat\u00e1logo: agrupaciones y variantes \u2197<\/a>. Totonaco, tepehua, n\u00e1huatl, otom\u00ed y huasteco; v\u00e9anse los enlaces de clasificaci\u00f3n.<br><a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/v_tepehua.html\" target=\"_blank\" rel=\"noopener\">Tepehua \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_nahuatl.html\" target=\"_blank\" rel=\"noopener\">N\u00e1huatl \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_otomi.html\" target=\"_blank\" rel=\"noopener\">Otom\u00ed \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_huasteco.html\" target=\"_blank\" rel=\"noopener\">Huasteco \u00b7 t\u00e9nek \u2197<\/a><\/li><li id=\"r03-es-note-3\"><strong>INEGI<\/strong>. <a href=\"https:\/\/www.inegi.org.mx\/contenidos\/productos\/prod_serv\/contenidos\/espanol\/bvinegi\/productos\/nueva_estruc\/702825198039.pdf\" target=\"_blank\" rel=\"noopener\">Panorama sociodemogr\u00e1fico de Veracruz de Ignacio de la Llave 2020 \/ Puebla 2020 \u2197<\/a>. Papantla, pp. 280\u2013281; Huehuetla, Puebla, pp. 168\u2013169. Indicadores de etnicidad de poblaci\u00f3n 3+ y notas de denominador.<br><a href=\"https:\/\/www.inegi.org.mx\/contenidos\/productos\/prod_serv\/contenidos\/espanol\/bvinegi\/productos\/nueva_estruc\/702825197940.pdf\" target=\"_blank\" rel=\"noopener\">Puebla \u00b7 pp.168\u2013169 \u2197<\/a><\/li><li id=\"r03-es-note-4\"><strong>INEGI<\/strong>. <a href=\"https:\/\/www.inegi.org.mx\/rnm\/index.php\/catalog\/632\/datafile\/F13\/V339\" target=\"_blank\" rel=\"noopener\">Censo de Poblaci\u00f3n y Vivienda 2020: HLENGUA \u2197<\/a>. Definici\u00f3n de la variable y poblaci\u00f3n de 3 a\u00f1os y m\u00e1s. Informaci\u00f3n declarada por informante del hogar.<\/li><li id=\"r03-es-note-5\"><strong>Jos\u00e9 Santiago Francisco y Miguel Figueroa Saavedra, 2025<\/strong>. <a href=\"https:\/\/www.scielo.org.mx\/pdf\/aa\/v59n1\/2448-6221-aa-59-01-139.pdf\" target=\"_blank\" rel=\"noopener\">El rol de los abuelos en la adquisici\u00f3n y dominio de la lengua totonaca \u2197<\/a>. Anales de Antropolog\u00eda 59(1), pp. 139\u2013149. M\u00e9todo y cuadros, pp. 143\u2013148. DOI: 10.22201\/iia.24486221e.2025.59.1.86210.<\/li><li id=\"r03-es-note-6\"><strong>Atish Christopher Chakravarti, 2023<\/strong>. <a href=\"https:\/\/www.scielo.org.mx\/scielo.php?lang=es&amp;pid=S2448-878X2023000300461&amp;script=sci_arttext\" target=\"_blank\" rel=\"noopener\">Para seguir siendo ind\u00edgenas \u201cahora y despu\u00e9s\u201d: la propuesta de educaci\u00f3n originaria de la Preparatoria Totonaca CESIK en la Sierra Norte de Puebla, M\u00e9xico \u2197<\/a>. Revista latinoamericana de estudios educativos 53(3). Autoetnograf\u00eda y entrevistas de abril\u2013junio de 2018. DOI: 10.48102\/rlee.2023.53.3.588.<\/li><li id=\"r03-es-note-7\"><strong>INPI<\/strong>. <a href=\"https:\/\/ecos.inpi.gob.mx\/xectz\/\" target=\"_blank\" rel=\"noopener\">XECTZ, La Voz de la Sierra Norte \u2197<\/a>. Emisora de Cuetzalan, Puebla. Lenguas de emisi\u00f3n, fecha de origen y cobertura declarada.<\/li><li id=\"r03-es-note-8\"><strong>INALI, 2017<\/strong>. <a href=\"https:\/\/site.inali.gob.mx\/publicaciones\/norma_tutunaku.pdf\" target=\"_blank\" rel=\"noopener\">Xalimakgatsokgni Tutunak\u00fa \/ Norma de escritura de la lengua Tutunak\u00fa (totonaco) \u2197<\/a>. Primera edici\u00f3n. ISBN 9786078407200. Historia del proceso y finalidad, pp. 87\u201393. Libro enlazado, sin reproducir sus p\u00e1ginas.<br><a href=\"https:\/\/www.inali.gob.mx\/detalle\/inician-los-trabajos-para-normar-la-escritura-del-idioma-totonaco\" target=\"_blank\" rel=\"noopener\">INALI \u00b726\/10\/2015 \u2197<\/a><\/li><li id=\"r03-es-note-9\"><strong>Ciro Cuesta, 2008<\/strong>. <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Tarde_en_Cuetzalan.jpg\" target=\"_blank\" rel=\"noopener\">Tarde en Cuetzalan \u2197<\/a>. Fotograf\u00eda propia del autor, 29\/03\/2008, Wikimedia Commons, CC BY-SA 4.0.<\/li><\/ol><p class=\"research-version\">Consulta y edici\u00f3n documental: 5 de noviembre de 2026.<\/p><\/section><section class=\"iict-reading-source\" id=\"iict-reading-r03-es-source\" lang=\"es\"><h4>La lengua tambi\u00e9n escribe el presente<\/h4><p>El cat\u00e1logo acredita una obra y su difusi\u00f3n. Frente al censo de hablantes, documenta un uso creativo; no mide recepci\u00f3n ni vitalidad de todas las variantes.<\/p><p><a href=\"https:\/\/catalogoradioeducacion.cultura.gob.mx\/programas\/manuel-espinosa-sainos\/\">Radio Educaci\u00f3n \u00b7 programa 0013, emisi\u00f3n 05\/05\/2020<\/a> \u00b7 <a href=\"#iict-reading-r03-es\">Volver al pasaje<\/a><\/p><\/section>\n<\/details><nav class=\"research-related\" aria-label=\"Continuar la lectura\"><a href=\"https:\/\/totonacapan.com\/?page_id=1227\">Una regi\u00f3n, muchas pertenencias \u2192<\/a><a href=\"https:\/\/totonacapan.com\/?page_id=1225\">Todas las investigaciones \u2192<\/a><a href=\"https:\/\/totonacapan.com\/?page_id=41\">El Totonacapan \u2192<\/a><\/nav><!-- IICT-CITE R03 es --><aside class=\"iict-citation\" id=\"citar-r03-es\" aria-labelledby=\"citar-r03-es-title\"><h2 id=\"citar-r03-es-title\">C\u00f3mo citar este art\u00edculo<\/h2><p class=\"iict-citation-label\">Referencia bibliogr\u00e1fica sugerida<\/p><blockquote class=\"iict-citation-reference\">Instituto Internacional de Cultura del Totonacapan. \u00abLenguas del Totonacapan: variantes, territorios y transmisi\u00f3n\u00bb. <cite>Cuadernos de investigaci\u00f3n<\/cite>, <strong>R03<\/strong>. The Integral Management Society (IMSV). <a href=\"https:\/\/totonacapan.com\/?page_id=1253#r03-es-text\">https:\/\/totonacapan.com\/?page_id=1253#r03-es-text<\/a>.<\/blockquote><p><strong>Referencia interna:<\/strong> <a href=\"https:\/\/totonacapan.com\/?page_id=1253#r03-es-text\">R03<\/a>. Para citar un pasaje concreto, a\u00f1ade el t\u00edtulo de su secci\u00f3n.<\/p><p><a href=\"https:\/\/totonacapan.com\/?page_id=1225#normas-citacion-es\">Criterios de citaci\u00f3n del Instituto \u2192<\/a><\/p><\/aside><!-- \/IICT-CITE R03 es --><\/article><details class=\"research-lang-version\" id=\"r03-en\"><summary>English \u00b7 complete article<\/summary><article id=\"r03-en-text\" lang=\"en\"><header><p class=\"eyebrow\">Territory and peoples \u00b7 Research R03<\/p><h1>Languages of the Totonacapan: varieties, territories and transmission<\/h1><p class=\"research-deck\">A language lives in conversation, care and the places where people need it again. Understanding that life means distinguishing names, numbers and experience.<\/p><\/header><section class=\"research-abstract\" aria-label=\"Abstract\"><h2>Abstract<\/h2><p>The Totonacapan brings together languages from different families and diverse ways of speaking, learning and writing. This article connects the INALI catalogue, two municipal portraits from the 2020 Census and situated studies of family and school. The comparison shows why classifying a language, counting speakers and explaining transmission are different tasks. The expandable table documents their connections and differences.<\/p><h3>The research question<\/h3><p><strong>What changes when we move from naming a language to asking who learns it, with whom it is used and where it can continue?<\/strong><\/p><p class=\"research-method\">The article compares documents that examine different things. The catalogue links varieties and localities; the 2020 census counts municipal residents aged 3 and over; the studies examine family relationships and school experiences. The interviews cited are their authors\u2019 work, not fieldwork conducted by the Institute. This is the basis of the comparative documentary research.<\/p><\/section><section class=\"research-main-section\"><h2>1. Names are not interchangeable<\/h2><p>Saying that Totonac is spoken in a region provides an initial orientation. It does not yet tell us which form is used in a locality, what it is called there or how it relates to neighbouring forms. The INALI catalogue organises this information at three levels: family, grouping and variety. Each answers a different question.<sup><a href=\"#r03-en-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup><\/p><p>The catalogue\u2019s three terms have precise meanings. A language family brings together languages with a shared historical origin. A grouping corresponds to the name by which a people has historically been recognised. A variety records differences in language and its social uses, called sociolinguistic differences. In this classification, Totonac and Tepehua belong to the Totonac\u2013Tepehua family; Nahuatl, Otom\u00ed and T\u00e9nek belong to other families. Living in one territory or maintaining exchanges does not erase those differences.<sup><a href=\"#r03-en-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup><sup><a href=\"#r03-en-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><p>An external name does not replace every way of naming oneself. The catalogue records, for example, lichiwin tutunaku for coastal Totonac, tutun\u00e1ku or tutunak\u00fa for southern central Totonac and lhiimaqalhqama\u2019 among the names for southern Tepehua. These are documented catalogue entries, not a current survey of each speaker\u2019s preferred name.<sup><a href=\"#r03-en-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><\/section><section class=\"research-family research-visual\" aria-label=\"Four families, five groupings\"><h3>Four families, five groupings<\/h3><p class=\"research-method\">INALI catalogue classification. Connections show linguistic kinship; they are not territorial boundaries.<\/p><dl><div><dt><span class=\"family-number\">01<\/span>Totonac\u2013Tepehua<\/dt><dd>Totonac \u00b7 Tepehua<\/dd><\/div><div><dt><span class=\"family-number\">02<\/span>Yuto-Nahuan<\/dt><dd>Nahuatl<\/dd><\/div><div><dt><span class=\"family-number\">03<\/span>Oto-Manguean<\/dt><dd>Otom\u00ed<\/dd><\/div><div><dt><span class=\"family-number\">04<\/span>Mayan<\/dt><dd>Huastec \u00b7 T\u00e9nek<\/dd><\/div><\/dl><h4>Within the Totonac grouping<\/h4><p class=\"research-method\">The catalogue records seven varieties: southeastern, northern central, Cerro Xinolat\u00e9petl, upper central, coastal, Necaxa River and southern central. It records southern, northern and western Tepehua. These categories are not a scale of prestige or correctness.<sup><a href=\"#r03-en-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup><sup><a href=\"#r03-en-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><figure class=\"iict-plate\" id=\"iict-plate-r03-a-en\" lang=\"en\" aria-labelledby=\"iict-plate-r03-a-en-title\" style=\"--plate-cols:3\"><div class=\"plate-top\"><p class=\"plate-kicker\">Illustrated notebook \u00b7 I<\/p><h3 id=\"iict-plate-r03-a-en-title\">A shared family does not erase two languages<\/h3><\/div><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"plate-art\" viewBox=\"0 0 750 420\" role=\"img\" aria-labelledby=\"iict-plate-r03-a-en-art-title iict-plate-r03-a-en-art-desc\"><title id=\"iict-plate-r03-a-en-art-title\">A shared family does not erase two languages<\/title><desc id=\"iict-plate-r03-a-en-art-desc\">1. The Totonac\u2013Tepehua family identifies a historical relationship. 2. Totonac and Tepehua are distinct language groupings. 3. Varieties specify differences and localities within each grouping. 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stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q18 -84 22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q-20 -99 -23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q20 -99 23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><\/g><circle cx=\"450\" cy=\"79\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"450\" y=\"87\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">1<\/text><circle cx=\"627\" cy=\"170\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"627\" y=\"178\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">2<\/text><circle cx=\"375\" cy=\"326\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"375\" y=\"334\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">3<\/text><\/svg><ol class=\"plate-legend\"><li>The Totonac\u2013Tepehua family identifies a historical relationship.<\/li><li>Totonac and Tepehua are distinct language groupings.<\/li><li>Varieties specify differences and localities within each grouping.<\/li><\/ol><figcaption class=\"plate-caption\">Diagram of INALI catalogue levels focused on this relationship; not an exhaustive variety tree. \u00b7 Original illustration by the Institute \u00b7 <a href=\"#r03-en-evidence\">Sources and comparison<\/a><\/figcaption><\/figure>\n<h2>2. A region of contact, not separate boxes<\/h2><p>The locality lists themselves challenge a map of sealed compartments. Localities in the Puebla municipality of Pantepec appear in the Totonac, Tepehua and Otom\u00ed entries. This documents presences within the municipality; it does not show that every locality has the same composition or allow us to calculate how many people speak each language.<sup><a href=\"#r03-en-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><p>Geographical precision also prevents confusion. Huehuetla, Puebla, is one of the municipalities compared here. Huehuetla, Hidalgo, appears in the southern Tepehua entry and is a different municipality. A shared name does not make their data, speakers or histories interchangeable. For the same reason, a linguistic list alone does not delimit the whole Totonacapan.<sup><a href=\"#r03-en-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><h2>3. Two municipalities, two denominators<\/h2><p>In 2020, 19.84% of Papantla\u2019s population aged 3 and over spoke an Indigenous language. In Huehuetla, Puebla, the proportion was 84.52%. The comparison describes two municipalities and one census question; it does not measure the region as a whole.<sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><p>Here the question changes, and so does the calculation\u2019s base. Among people who spoke an Indigenous language, Totonac accounted for 97.6% in Papantla and 98.6% in Huehuetla. These are the figures added by the profiles; they do not say that almost everyone in both municipalities spoke Totonac. Reading the two bases together avoids exaggerating what the percentages show.<sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><p>The census asks about ability to speak, through a household informant. This question alone does not measure writing, frequency of use or every language register. It is also different from the question about Indigenous self-identification. A person may identify with a community while no longer speaking the family language; another may speak several languages. A census category cannot contain that entire experience.<sup><a href=\"#r03-en-note-4\" aria-label=\"Note 4\">[4]<\/a><\/sup><\/p><\/section><section class=\"research-census research-visual\"><h3>First base: municipal population aged 3 and over<\/h3><p class=\"research-method\">Percentage speaking an Indigenous language \u00b72020 Census<\/p><div class=\"research-bars\"><div class=\"research-bar-item\"><div class=\"bar-heading\"><span>Papantla \u00b7 Veracruz<\/span><strong>19.84%<\/strong><\/div><div class=\"bar-track\" aria-hidden=\"true\"><span style=\"width:19.84%\"><\/span><\/div><\/div><div class=\"research-bar-item\"><div class=\"bar-heading\"><span>Huehuetla \u00b7 Puebla<\/span><strong>84.52%<\/strong><\/div><div class=\"bar-track\" aria-hidden=\"true\"><span style=\"width:84.52%\"><\/span><\/div><\/div><div class=\"bar-axis\" aria-hidden=\"true\"><span>0%<\/span><span>100%<\/span><\/div><\/div><p class=\"research-version\">The same question and age group. The comparison concerns municipalities, not the whole Totonacapan. Source: INEGI, 2020 profiles, Veracruz pp. 280\u2013281 and Puebla pp. 168\u2013169.<sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><h3>Second base: among Indigenous-language speakers<\/h3><div class=\"research-matrix\"><div class=\"iict-journal-table\" role=\"region\" tabindex=\"0\" aria-label=\"Data table\" style=\"--journal-table-min:40rem\"><table><thead><tr><th scope=\"col\">Municipality<\/th><th scope=\"col\">Totonac<\/th><th scope=\"col\">Nahuatl<\/th><th scope=\"col\">Does not speak Spanish<\/th><\/tr><\/thead><tbody><tr><th scope=\"row\">Papantla \u00b7 Veracruz<\/th><td data-label=\"Totonac\">97.6%<\/td><td data-label=\"Nahuatl\">1.7%<\/td><td data-label=\"Does not speak Spanish\">2.49%<\/td><\/tr><tr><th scope=\"row\">Huehuetla \u00b7 Puebla<\/th><td data-label=\"Totonac\">98.6%<\/td><td data-label=\"Nahuatl\">1.3%<\/td><td data-label=\"Does not speak Spanish\">22.22%<\/td><\/tr><\/tbody><\/table><\/div><\/div><p class=\"research-method\">Totonac and Nahuatl: language distribution among Indigenous-language speakers. Does not speak Spanish: proportion among Indigenous-language speakers aged 3 and over. These are different indicators; do not add the columns. Published percentages are rounded.<sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><figure class=\"iict-viz viz-network\" id=\"iict-viz-r03-en\" lang=\"en\" aria-labelledby=\"iict-viz-r03-en-title\"><header><div class=\"viz-kicker\"><span>Visual notebooks<\/span><span>R03 \u00b7 01<\/span><\/div><h3 id=\"iict-viz-r03-en-title\">Where a language continues to be needed<\/h3><p>Transmission also means being able to use a language in different relationships.<\/p><\/header><div class=\"viz-art\" style=\"--viz-cols:3\"><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><circle cx=\"140\" cy=\"31\" r=\"13\"\/><path d=\"M115 84V65q0-17 25-17t25 17v19M95 42a10 10 0 1 1 0-20M185 42a10 10 0 1 0 0-20M77 87V65q0-17 25-17M203 87V65q0-17-25-17M111 95h58\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">01<\/span><h4>Family<\/h4><p>Conversations and relationships across generations.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M140 34q-25-20-65-9v65q35-11 65 5 30-16 65-5V25q-40-11-65 9v61M91 43q20-3 34 5M91 59q20-3 34 5M155 48q17-8 34-5M155 64q17-8 34-5\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">02<\/span><h4>School<\/h4><p>Situated learning and opportunities for use.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M80 22h120v56h-67l-24 20V78H80zM98 42h84M98 57h62\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">03<\/span><h4>Radio<\/h4><p>Speech finds a public space.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M90 14h82l22 22v60H90z\"\/><path d=\"M172 14v22h22M106 47h64M106 59h56M106 71h65M106 83h38\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">04<\/span><h4>Writing<\/h4><p>Shared conventions without erasing variants.<\/p><\/div><\/div><figcaption>Relationships examined in the article; not a scale of language proficiency.<span class=\"viz-source\">Original visual synthesis by the Institute \u00b7 <a href=\"#r03-en-evidence\">Sources and comparison<\/a><\/span><\/figcaption><\/figure>\n<h2>4. Transmission happens between people<\/h2><p>Santiago Francisco and Figueroa Saavedra\u2019s study of Filomeno Mata relates family contact to command of Totonac. It highlights grandparents and records diverse family trajectories. Its statistical associations do not establish a single cause.<sup><a href=\"#r03-en-note-5\" aria-label=\"Note 5\">[5]<\/a><\/sup><\/p><p>Counting speakers opens the door; next we need to listen to learning relationships. Who speaks with whom, when, for what purpose and with what opportunities to respond? A greeting, a work explanation and a long conversation require different resources. The ability to use a language can grow, move between settings or be interrupted. Understanding a particular trajectory needs testimony and observation in specific places and situations, as well as numbers.<\/p><p>Comparing generations requires the same care. A statistical portrait of different ages does not follow the same people throughout their lives. To discover when and why a family changed language, research must reconstruct its sequence rather than infer it automatically from a municipal table.<\/p><\/section><figure class=\"research-visual\"><a href=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/iict-territorio-sierra-cuetzalan-20261104.jpg\"><img decoding=\"async\" src=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/iict-territorio-sierra-cuetzalan-20261104.jpg\" alt=\"Cuetzalan: a place in the Sierra Norte\" width=\"1920\" height=\"1442\" loading=\"lazy\"><\/a><figcaption><strong>Cuetzalan: a place in the Sierra Norte<\/strong>Cuetzalan, Puebla, 29 March 2008. Photograph by Ciro Cuesta, Wikimedia Commons, CC BY-SA 4.0; proportional reduction. The image locates a place; it does not document a lesson or a radio broadcast. <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Tarde_en_Cuetzalan.jpg\">Wikimedia Commons \u2197<\/a> \u00b7 <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0 \u2197<\/a><\/figcaption><\/figure><section class=\"research-main-section\"><h2>5. School, radio and translation: places to use a language<\/h2><p>Chakravarti studies Huehuetla\u2019s Totonac upper-secondary school CESIK from experience connected to the project and interviews conducted in 2018. He documents an educational proposal linking learning, community and participation. This situated perspective complements the census; it does not statistically represent every school.<sup><a href=\"#r03-en-note-6\" aria-label=\"Note 6\">[6]<\/a><\/sup><\/p><p>In Cuetzalan, the station XECTZ La Voz de la Sierra Norte broadcasts in Nahuatl and Totonac. Its official page dates its origins to 21 August 1994. Radio adds a public setting to family and school conversations. A station\u2019s declared transmission coverage, however, does not tell us how many people listen or what effect listening has on transmission.<sup><a href=\"#r03-en-note-7\" aria-label=\"Note 7\">[7]<\/a><\/sup><\/p><p>Translation opens another research question: who can understand and take part when the language and setting of a conversation change? Investigating that capacity requires observation of particular situations and their participants. The existence of a school or radio station does not by itself show that everyone has access to appropriate translation.<\/p><\/section><section class=\"research-main-section\"><section class=\"iict-reading-addition\" data-kind=\"inline\" id=\"iict-reading-r03-en\" lang=\"en\" aria-labelledby=\"iict-reading-r03-en-title\"><h3 id=\"iict-reading-r03-en-title\">The language also writes the present<\/h3><p>Poetry offers a different way into the subject than numbers. Radio Educaci\u00f3n preserves a programme about Manuel Espinosa Sainos, a poet and bilingual broadcaster from Ixtepec, Puebla. Broadcast on 5 May 2020, the episode brings together poetry in Spanish and Totonac, including \u201cTu cuerpo es la danza\u201d. Its catalogue also identifies the researchers, scriptwriter and production team behind its six minutes and thirty-nine seconds. <a class=\"reading-ref\" href=\"#iict-reading-r03-en-source\" aria-label=\"See sources and comparison\">\u2197<\/a><\/p><p>Here a language makes room for love poetry and a listening audience. Continuity includes this opportunity to say something new, alongside passing on what has been learned. Shared writing can extend those paths while retaining local ways of speaking.<\/p><p class=\"reading-links\"><a href=\"https:\/\/catalogoradioeducacion.cultura.gob.mx\/programas\/manuel-espinosa-sainos\/\">Radio Educaci\u00f3n \u00b7 programa 0013, emisi\u00f3n 05\/05\/2020<\/a> \u00b7 <a href=\"#r03-en-evidence\">Sources and comparison<\/a><\/p><\/section>\n<figure class=\"iict-plate\" id=\"iict-plate-r03-b-en\" lang=\"en\" aria-labelledby=\"iict-plate-r03-b-en-title\" style=\"--plate-cols:3\"><div class=\"plate-top\"><p class=\"plate-kicker\">Illustrated notebook \u00b7 II<\/p><h3 id=\"iict-plate-r03-b-en-title\">Where a language is used again<\/h3><\/div><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"plate-art\" viewBox=\"0 0 750 420\" role=\"img\" aria-labelledby=\"iict-plate-r03-b-en-art-title iict-plate-r03-b-en-art-desc\"><title id=\"iict-plate-r03-b-en-art-title\">Where a language is used again<\/title><desc id=\"iict-plate-r03-b-en-art-desc\">1. At home: speaking with relatives connects experience and learning. 2. In public settings: school, radio and translation create occasions for use. 3. In writing: agreeing on spelling and creating texts opens further conversations. Settings documented by different sources; the illustration does not rank effectiveness or prescribe one model.<\/desc><defs><pattern id=\"iict-plate-r03-b-en-grain\" patternUnits=\"userSpaceOnUse\" width=\"17\" height=\"19\"><circle cx=\"2\" cy=\"3\" r=\".6\" fill=\"#a9a384\" opacity=\".15\"\/><circle cx=\"11\" cy=\"14\" r=\".5\" fill=\"#b3a98a\" opacity=\".16\"\/><\/pattern><\/defs><rect width=\"750\" height=\"420\" fill=\"url(#iict-plate-r03-b-en-grain)\"\/><g transform=\"translate(143 205) scale(0.9)\"><path d=\"M-66 -12 L0 -68 L66 -12 L48 -12 L48 55 L-48 55 L-48 -12Z\" fill=\"#e6deca\" stroke=\"#6f7560\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><rect x=\"-12\" y=\"9\" width=\"24\" height=\"46\" rx=\"0\" fill=\"#a5ae91\" stroke=\"#6f7560\" stroke-width=\"2\"\/><rect x=\"-38\" y=\"-4\" width=\"17\" height=\"22\" rx=\"0\" fill=\"#d2d9cb\" stroke=\"#6f7560\" stroke-width=\"2\"\/><rect x=\"23\" y=\"-4\" width=\"17\" height=\"22\" rx=\"0\" fill=\"#d2d9cb\" stroke=\"#6f7560\" stroke-width=\"2\"\/><\/g><g transform=\"translate(375 203) scale(0.8)\"><path d=\"M0 -67 C-36 -92 -83 -82 -105 -76 L-105 65 C-61 53 -24 57 0 76 C24 57 61 53 105 65 L105 -76 C70 -86 30 -90 0 -67Z\" fill=\"#f6efde\" stroke=\"#9c8e6b\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><line x1=\"0\" y1=\"-65\" x2=\"0\" y2=\"73\" stroke=\"#9c8e6b\" stroke-width=\"2\" \/><path d=\"M-88 -45 Q-46 -54 -15 -35 M15 -35 Q46 -54 88 -45\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 -29 Q-46 -38 -15 -19 M15 -19 Q46 -38 88 -29\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 -13 Q-46 -22 -15 -3 M15 -3 Q46 -22 88 -13\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 3 Q-46 -6 -15 13 M15 13 Q46 -6 88 3\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 19 Q-46 10 -15 29 M15 29 Q46 10 88 19\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 35 Q-46 26 -15 45 M15 45 Q46 26 88 35\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><\/g><rect x=\"540\" y=\"146\" width=\"138\" height=\"90\" rx=\"12\" fill=\"#e5ddc7\" stroke=\"#8b8568\" stroke-width=\"2\"\/><circle cx=\"585\" cy=\"190\" r=\"25\" fill=\"none\" stroke=\"#8b8568\" stroke-width=\"2\"\/><line x1=\"559\" y1=\"173\" x2=\"559\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"571\" y1=\"173\" x2=\"571\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"583\" y1=\"173\" x2=\"583\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"595\" y1=\"173\" x2=\"595\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"607\" y1=\"173\" x2=\"607\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"653\" y1=\"145\" x2=\"684\" y2=\"101\" stroke=\"#8b8568\" stroke-width=\"3\" \/><path d=\"M672 78 Q719.6666666666666 88 692 118\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M663 60 Q725.6666666666666 88 701 136\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M654 42 Q731.6666666666666 88 710 154\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><line x1=\"225\" y1=\"204\" x2=\"278\" y2=\"204\" stroke=\"#ae8e4b\" stroke-width=\"2\" stroke-dasharray=\"5 7\"\/><circle cx=\"278\" cy=\"204\" r=\"4\" fill=\"#ae8e4b\" stroke=\"#ae8e4b\" stroke-width=\"1\"\/><line x1=\"471\" y1=\"204\" x2=\"514\" y2=\"204\" stroke=\"#ae8e4b\" stroke-width=\"2\" stroke-dasharray=\"5 7\"\/><circle cx=\"514\" cy=\"204\" r=\"4\" fill=\"#ae8e4b\" stroke=\"#ae8e4b\" stroke-width=\"1\"\/><circle cx=\"143\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"143\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">1<\/text><circle cx=\"375\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"375\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">2<\/text><circle cx=\"609\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"609\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">3<\/text><\/svg><ol class=\"plate-legend\"><li>At home: speaking with relatives connects experience and learning.<\/li><li>In public settings: school, radio and translation create occasions for use.<\/li><li>In writing: agreeing on spelling and creating texts opens further conversations.<\/li><\/ol><figcaption class=\"plate-caption\">Settings documented by different sources; the illustration does not rank effectiveness or prescribe one model. \u00b7 Original illustration by the Institute \u00b7 <a href=\"#r03-en-evidence\">Sources and comparison<\/a><\/figcaption><\/figure>\n<h2>6. Writing together while speaking in different ways<\/h2><p>The Tutunak\u00fa writing standard, published in 2017, reconstructs a process begun in Mirasol, Amixtl\u00e1n, Puebla, on 11 April 1983. The institutional announcement of work in 2015 concerns a later stage. A headline about a beginning does not replace that history.<sup><a href=\"#r03-en-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup><\/p><p>Agreeing how to write can make materials and communication across varieties easier. It does not make pronunciations identical or require local names to be abandoned. Learning to write and continuing to speak a language are related, but each process needs its own evidence. A published standard establishes that a tool is available. Knowing how it is used requires studying its uses.<\/p><\/section><section class=\"research-time research-visual\"><h3>A writing system with a history<\/h3><ol><li><span class=\"research-time-date\">1983<\/span><strong>First meeting<\/strong><span>Mirasol, Amixtl\u00e1n, Puebla \u00b711 April.<\/span><\/li><li><span class=\"research-time-date\">2015<\/span><strong>A further stage<\/strong><span>INALI announces standardisation work.<\/span><\/li><li><span class=\"research-time-date\">2017<\/span><strong>Publication<\/strong><span>First edition of the Tutunak\u00fa standard.<\/span><\/li><\/ol><p class=\"research-version\">Reading timeline based on the 2017 standard, pp. 87\u201393, and the institutional announcement of 26 October 2015. It does not represent every meeting in the process.<sup><a href=\"#r03-en-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><h2>7. What needs comparison next<\/h2><p>Documentary comparison allows better questions than a classification of languages as living or disappearing. The settings where they are used, relationships that enable learning and speakers\u2019 decisions all matter. A high percentage does not guarantee every use; a low percentage does not explain a family trajectory by itself.<\/p><p>The next step in local research would be to agree with participants what to study: intergenerational conversations, written materials, school experience or radio listening. It would require precise dates, varieties and situations, together with permission to record and publish. That work is not presented here as completed. This reading contributes identified questions, sources and points at which a hurried comparison would change the meaning of the evidence.<\/p><\/section><section class=\"research-visual\"><h2>Three questions that need their own evidence<\/h2><ol class=\"research-hypotheses\"><li><span class=\"hypothesis-number\">01<\/span><div><h3>Relationships and competence<\/h3><p>Is using a language with different relatives associated with different abilities? Age, exposure, absences and opportunities to respond would need to be distinguished; an association alone does not establish the cause.<\/p><\/div><\/li><li><span class=\"hypothesis-number\">02<\/span><div><h3>Writing and uses<\/h3><p>Does a shared convention facilitate new uses across varieties? Dated materials, observed practices and users\u2019 assessments would be needed.<\/p><\/div><\/li><li><span class=\"hypothesis-number\">03<\/span><div><h3>Public settings and continuity<\/h3><p>What does radio listening or school participation contribute to a linguistic trajectory? Experience and follow-up are needed; coverage, enrolment and continuity are not the same variable.<\/p><\/div><\/li><\/ol><\/section><details class=\"research-evidence\" id=\"r03-en-evidence\"><summary><span class=\"evidence-kicker\">Inside the research<\/span><strong class=\"evidence-title\">Sources and comparison<\/strong><span class=\"evidence-subtitle\">Open the source analysis, differences and full documentation.<\/span><\/summary><p>This table makes it possible to check what each source counts and what comparisons it supports. A difference between sources may reveal another method, territory or question. Full references, page locations and open questions are inside the same expandable section.<\/p><div class=\"research-matrix\"><div class=\"iict-journal-table\" role=\"region\" tabindex=\"0\" aria-label=\"Data table\" style=\"--journal-table-min:40rem\"><table><thead><tr><th scope=\"col\">Question<\/th><th scope=\"col\">Sources in dialogue<\/th><th scope=\"col\">Agreement or difference<\/th><th scope=\"col\">Reading and open question<\/th><\/tr><\/thead><tbody><tr><th scope=\"row\">Is a variety a population?<\/th><td data-label=\"Sources in dialogue\"><sup><a href=\"#r03-en-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup> INALI catalogue: family, grouping and variety. <sup><a href=\"#r03-en-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup> Territorial entries. <sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> INEGI 2020 profile.<\/td><td data-label=\"Agreement or difference\">The catalogue classifies and locates linguistic forms; the census counts people\u2019s responses. These are not rival estimates of the same object.<\/td><td data-label=\"Reading and open question\">Do not turn a locality list into percentages. Municipal research must state year, variable and territory before comparing.<\/td><\/tr><tr><th scope=\"row\">What does 97.6% mean?<\/th><td data-label=\"Sources in dialogue\"><sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> Papantla, pp. 280\u2013281: 19.84% and 97.6%. Huehuetla, Puebla, pp. 168\u2013169: 84.52% and 98.6%. <sup><a href=\"#r03-en-note-4\" aria-label=\"Note 4\">[4]<\/a><\/sup> Definition of HLENGUA.<\/td><td data-label=\"Agreement or difference\">The first pair uses population aged 3 and over as its base; the second uses Indigenous-language speakers. The profiles are compatible when their denominators are preserved.<\/td><td data-label=\"Reading and open question\">Do not present 97.6% as the total population or invent exact counts by multiplying rounded figures. Speaking, writing and self-identifying need different questions.<\/td><\/tr><tr><th scope=\"row\">What does the family relationship prove?<\/th><td data-label=\"Sources in dialogue\"><sup><a href=\"#r03-en-note-5\" aria-label=\"Note 5\">[5]<\/a><\/sup> Santiago Francisco\/Figueroa Saavedra 2025, pp. 143\u2013148. <sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> Municipal portraits 2020.<\/td><td data-label=\"Agreement or difference\">The study relates family contact and an indicator of competence in Filomeno Mata; the municipal census does not reconstruct those conversations. The scales complement one another.<\/td><td data-label=\"Reading and open question\">Association is not causation. The original article gives 1080 in its abstract and 1081 for the methods subset, within 1337 interviews. This reading therefore does not use a single sample size as settled.<\/td><\/tr><tr><th scope=\"row\">Do school and radio ensure transmission?<\/th><td data-label=\"Sources in dialogue\"><sup><a href=\"#r03-en-note-6\" aria-label=\"Note 6\">[6]<\/a><\/sup> CESIK study, 2018 interviews, published 2023. <sup><a href=\"#r03-en-note-7\" aria-label=\"Note 7\">[7]<\/a><\/sup> Official XECTZ profile.<\/td><td data-label=\"Agreement or difference\">The study describes a situated school experience; the station declares languages and coverage. Neither source alone measures the regional effect of these settings.<\/td><td data-label=\"Reading and open question\">Distinguish experience, infrastructure and outcome. Follow-up and criteria agreed with participants would be needed to support a causal explanation.<\/td><\/tr><tr><th scope=\"row\">Did writing begin in 2015?<\/th><td data-label=\"Sources in dialogue\"><sup><a href=\"#r03-en-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup> Tutunak\u00fa standard 2017, pp. 87\u201393. INALI announcement 26 October 2015.<\/td><td data-label=\"Agreement or difference\">The book recalls meetings from 1983; the 2015 announcement reports one stage. The difference concerns the scope of the account, not mutually exclusive dates for one event.<\/td><td data-label=\"Reading and open question\">The timeline keeps earlier work visible. Publishing a standard does not establish oral uniformity or universal adoption: uses need their own research.<\/td><\/tr><tr><th scope=\"row\">What can an image establish?<\/th><td data-label=\"Sources in dialogue\"><sup><a href=\"#r03-en-note-9\" aria-label=\"Note 9\">[9]<\/a><\/sup> Cuetzalan 2008, Ciro Cuesta. Diagrams in this reading based on<sup><a href=\"#r03-en-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup>\u2013<sup><a href=\"#r03-en-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> and<sup><a href=\"#r03-en-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup>.<\/td><td data-label=\"Agreement or difference\">The photograph documents a place and date; the diagrams make a comparison visible. They are not evidence of linguistic competence or educational effects.<\/td><td data-label=\"Reading and open question\">Do not identify languages or belonging by appearance. The family-study photographs are not reused without resolving the licence and contextual permission.<\/td><\/tr><\/tbody><\/table><\/div><\/div><p>The comparison leaves a practical lesson: explaining what each source observes makes its results easier to understand. The catalogue helps name languages; the census helps establish their scale; and situated studies help explore how processes unfold. This distinction in method prevents one source from automatically replacing the others.<\/p><section class=\"research-sources\"><h3>References and locations of the evidence<\/h3><ol><li id=\"r03-en-note-1\"><strong>INALI<\/strong>. <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/\" target=\"_blank\" rel=\"noopener\">Cat\u00e1logo de las Lenguas Ind\u00edgenas Nacionales \u2197<\/a>. Definitions of family, grouping and variety; catalogue portal.<\/li><li id=\"r03-en-note-2\"><strong>INALI<\/strong>. <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/v_totonaco.html\" target=\"_blank\" rel=\"noopener\">Entradas del cat\u00e1logo: agrupaciones y variantes \u2197<\/a>. Totonac, Tepehua, Nahuatl, Otom\u00ed and Huastec; see the classification links.<br><a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/v_tepehua.html\" target=\"_blank\" rel=\"noopener\">Tepehua \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_nahuatl.html\" target=\"_blank\" rel=\"noopener\">N\u00e1huatl \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_otomi.html\" target=\"_blank\" rel=\"noopener\">Otom\u00ed \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_huasteco.html\" target=\"_blank\" rel=\"noopener\">Huasteco \u00b7 t\u00e9nek \u2197<\/a><\/li><li id=\"r03-en-note-3\"><strong>INEGI<\/strong>. <a href=\"https:\/\/www.inegi.org.mx\/contenidos\/productos\/prod_serv\/contenidos\/espanol\/bvinegi\/productos\/nueva_estruc\/702825198039.pdf\" target=\"_blank\" rel=\"noopener\">Panorama sociodemogr\u00e1fico de Veracruz de Ignacio de la Llave 2020 \/ Puebla 2020 \u2197<\/a>. Papantla, pp. 280\u2013281; Huehuetla, Puebla, pp. 168\u2013169. Ethnicity indicators for population aged 3 and over, with denominator notes.<br><a href=\"https:\/\/www.inegi.org.mx\/contenidos\/productos\/prod_serv\/contenidos\/espanol\/bvinegi\/productos\/nueva_estruc\/702825197940.pdf\" target=\"_blank\" rel=\"noopener\">Puebla \u00b7 pp.168\u2013169 \u2197<\/a><\/li><li id=\"r03-en-note-4\"><strong>INEGI<\/strong>. <a href=\"https:\/\/www.inegi.org.mx\/rnm\/index.php\/catalog\/632\/datafile\/F13\/V339\" target=\"_blank\" rel=\"noopener\">Censo de Poblaci\u00f3n y Vivienda 2020: HLENGUA \u2197<\/a>. Variable definition and population aged 3 and over. Information reported by a household informant.<\/li><li id=\"r03-en-note-5\"><strong>Jos\u00e9 Santiago Francisco y Miguel Figueroa Saavedra, 2025<\/strong>. <a href=\"https:\/\/www.scielo.org.mx\/pdf\/aa\/v59n1\/2448-6221-aa-59-01-139.pdf\" target=\"_blank\" rel=\"noopener\">El rol de los abuelos en la adquisici\u00f3n y dominio de la lengua totonaca \u2197<\/a>. Anales de Antropolog\u00eda 59(1), pp. 139\u2013149. Methods and tables, pp. 143\u2013148. DOI: 10.22201\/iia.24486221e.2025.59.1.86210.<\/li><li id=\"r03-en-note-6\"><strong>Atish Christopher Chakravarti, 2023<\/strong>. <a href=\"https:\/\/www.scielo.org.mx\/scielo.php?lang=es&amp;pid=S2448-878X2023000300461&amp;script=sci_arttext\" target=\"_blank\" rel=\"noopener\">Para seguir siendo ind\u00edgenas \u201cahora y despu\u00e9s\u201d: la propuesta de educaci\u00f3n originaria de la Preparatoria Totonaca CESIK en la Sierra Norte de Puebla, M\u00e9xico \u2197<\/a>. Revista latinoamericana de estudios educativos 53(3). Autoethnography and interviews, April\u2013June 2018. DOI: 10.48102\/rlee.2023.53.3.588.<\/li><li id=\"r03-en-note-7\"><strong>INPI<\/strong>. <a href=\"https:\/\/ecos.inpi.gob.mx\/xectz\/\" target=\"_blank\" rel=\"noopener\">XECTZ, La Voz de la Sierra Norte \u2197<\/a>. Cuetzalan station, Puebla. Broadcast languages, founding date and declared coverage.<\/li><li id=\"r03-en-note-8\"><strong>INALI, 2017<\/strong>. <a href=\"https:\/\/site.inali.gob.mx\/publicaciones\/norma_tutunaku.pdf\" target=\"_blank\" rel=\"noopener\">Xalimakgatsokgni Tutunak\u00fa \/ Norma de escritura de la lengua Tutunak\u00fa (totonaco) \u2197<\/a>. First edition. ISBN 9786078407200. History and purpose of the process, pp. 87\u201393. Book linked; its pages are not reproduced.<br><a href=\"https:\/\/www.inali.gob.mx\/detalle\/inician-los-trabajos-para-normar-la-escritura-del-idioma-totonaco\" target=\"_blank\" rel=\"noopener\">INALI \u00b726\/10\/2015 \u2197<\/a><\/li><li id=\"r03-en-note-9\"><strong>Ciro Cuesta, 2008<\/strong>. <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Tarde_en_Cuetzalan.jpg\" target=\"_blank\" rel=\"noopener\">Tarde en Cuetzalan \u2197<\/a>. Photographer\u2019s own work, 29 March 2008, Wikimedia Commons, CC BY-SA 4.0.<\/li><\/ol><p class=\"research-version\">Documentary consultation and editing: 5 November 2026.<\/p><\/section><section class=\"iict-reading-source\" id=\"iict-reading-r03-en-source\" lang=\"en\"><h4>The language also writes the present<\/h4><p>The catalogue establishes a work and its broadcast. Alongside speaker statistics, it documents creative use, not reception or the vitality of every variety.<\/p><p><a href=\"https:\/\/catalogoradioeducacion.cultura.gob.mx\/programas\/manuel-espinosa-sainos\/\">Radio Educaci\u00f3n \u00b7 programa 0013, emisi\u00f3n 05\/05\/2020<\/a> \u00b7 <a href=\"#iict-reading-r03-en\">Return to the passage<\/a><\/p><\/section>\n<\/details><nav class=\"research-related\" aria-label=\"Continue reading\"><a href=\"https:\/\/totonacapan.com\/?page_id=1227#r01-en-text\">One region, many belongings \u2192<\/a><a href=\"https:\/\/totonacapan.com\/?page_id=1225#research-hub-en-text\">All research articles \u2192<\/a><a href=\"https:\/\/totonacapan.com\/?page_id=42\">The Totonacapan \u2192<\/a><\/nav><!-- IICT-CITE R03 en --><aside class=\"iict-citation\" id=\"citar-r03-en\" aria-labelledby=\"citar-r03-en-title\"><h2 id=\"citar-r03-en-title\">How to cite this article<\/h2><p class=\"iict-citation-label\">Suggested bibliographic reference<\/p><blockquote class=\"iict-citation-reference\">Instituto Internacional de Cultura del Totonacapan. \u00abLanguages of the Totonacapan: varieties, territories and transmission\u00bb. <cite>Research notebooks<\/cite>, <strong>R03<\/strong>. The Integral Management Society (IMSV). <a href=\"https:\/\/totonacapan.com\/?page_id=1253#r03-en-text\">https:\/\/totonacapan.com\/?page_id=1253#r03-en-text<\/a>.<\/blockquote><p><strong>Internal reference:<\/strong> <a href=\"https:\/\/totonacapan.com\/?page_id=1253#r03-en-text\">R03<\/a>. For a specific passage, add its section title.<\/p><p><a href=\"https:\/\/totonacapan.com\/?page_id=1225#normas-citacion-en\">The Institute\u2019s citation guidance \u2192<\/a><\/p><\/aside><!-- \/IICT-CITE R03 en --><\/article><\/details><details class=\"research-lang-version\" id=\"r03-fr\"><summary>Fran\u00e7ais \u00b7 article int\u00e9gral<\/summary><article id=\"r03-fr-text\" lang=\"fr\"><header><p class=\"eyebrow\">Territoire et peuples \u00b7 Recherche R03<\/p><h1>Langues du Totonacapan : variantes, territoires et transmission<\/h1><p class=\"research-deck\">Une langue vit dans les conversations, les soins et les lieux o\u00f9 elle retrouve sa n\u00e9cessit\u00e9. Comprendre cette vie demande de distinguer les noms, les chiffres et les exp\u00e9riences.<\/p><\/header><section class=\"research-abstract\" aria-label=\"R\u00e9sum\u00e9\"><h2>R\u00e9sum\u00e9<\/h2><p>Le Totonacapan r\u00e9unit des langues de familles diff\u00e9rentes et diverses fa\u00e7ons de parler, d\u2019apprendre et d\u2019\u00e9crire. Cet article rapproche le catalogue de l\u2019INALI, deux portraits municipaux du recensement 2020 et des \u00e9tudes situ\u00e9es sur la famille et l\u2019\u00e9cole. La comparaison montre pourquoi classer une langue, compter ses locuteurs et expliquer sa transmission sont des t\u00e2ches distinctes. Le tableau d\u00e9pliable documente leurs rencontres et leurs diff\u00e9rences.<\/p><h3>La question de cette recherche<\/h3><p><strong>Que change le passage du nom d\u2019une langue aux questions de savoir qui l\u2019apprend, avec qui elle est utilis\u00e9e et dans quels espaces elle peut se poursuivre ?<\/strong><\/p><p class=\"research-method\">L\u2019article compare des documents qui observent des choses diff\u00e9rentes. Le catalogue relie variantes et localit\u00e9s ; le recensement de 2020 compte la population municipale de 3 ans et plus ; les \u00e9tudes examinent relations familiales et exp\u00e9riences scolaires. Les entretiens cit\u00e9s sont le travail de leurs auteurs, non un terrain propre \u00e0 l\u2019Institut. C\u2019est la base de cette recherche documentaire compar\u00e9e.<\/p><\/section><section class=\"research-main-section\"><h2>1. Les noms ne sont pas interchangeables<\/h2><p>Dire que l\u2019on parle totonaque dans une r\u00e9gion fournit une premi\u00e8re orientation. Cela ne pr\u00e9cise pas encore la forme utilis\u00e9e dans une localit\u00e9, son nom local ou ses rapports avec les formes voisines. Le catalogue de l\u2019INALI organise ces informations en trois niveaux : famille, regroupement et variante. Chacun r\u00e9pond \u00e0 une question diff\u00e9rente.<sup><a href=\"#r03-fr-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup><\/p><p>Les trois termes du catalogue ont un sens pr\u00e9cis. Une famille linguistique r\u00e9unit des langues d\u2019origine historique commune. Un regroupement correspond au nom sous lequel un peuple a \u00e9t\u00e9 reconnu historiquement. Une variante d\u00e9crit des diff\u00e9rences dans la langue et ses usages sociaux, dites sociolinguistiques. Dans cette classification, le totonaque et le tepehua appartiennent \u00e0 la famille totonaque\u2013tepehua ; le nahuatl, l\u2019otom\u00ed et le t\u00e9nek rel\u00e8vent d\u2019autres familles. Vivre sur un m\u00eame territoire ou entretenir des \u00e9changes n\u2019efface pas ces diff\u00e9rences.<sup><a href=\"#r03-fr-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup><sup><a href=\"#r03-fr-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><p>Un nom ext\u00e9rieur ne remplace pas toutes les fa\u00e7ons de se nommer. Le catalogue rel\u00e8ve, par exemple, lichiwin tutunaku pour le totonaque de la c\u00f4te, tutun\u00e1ku ou tutunak\u00fa pour le totonaque central du sud et lhiimaqalhqama\u2019 parmi les d\u00e9nominations du tepehua du sud. Il s\u2019agit d\u2019entr\u00e9es document\u00e9es du catalogue, non d\u2019une enqu\u00eate actuelle sur le nom pr\u00e9f\u00e9r\u00e9 de chaque locuteur.<sup><a href=\"#r03-fr-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><\/section><section class=\"research-family research-visual\" aria-label=\"Quatre familles, cinq regroupements\"><h3>Quatre familles, cinq regroupements<\/h3><p class=\"research-method\">Classification du catalogue INALI. Les liens indiquent une parent\u00e9 linguistique ; ils ne sont pas des fronti\u00e8res territoriales.<\/p><dl><div><dt><span class=\"family-number\">01<\/span>Totonaque\u2013tepehua<\/dt><dd>Totonaque \u00b7 Tepehua<\/dd><\/div><div><dt><span class=\"family-number\">02<\/span>Yuto-nahua<\/dt><dd>Nahuatl<\/dd><\/div><div><dt><span class=\"family-number\">03<\/span>Oto-mangue<\/dt><dd>Otom\u00ed<\/dd><\/div><div><dt><span class=\"family-number\">04<\/span>Maya<\/dt><dd>Huast\u00e8que \u00b7 t\u00e9nek<\/dd><\/div><\/dl><h4>Au sein du regroupement totonaque<\/h4><p class=\"research-method\">Le catalogue rel\u00e8ve sept variantes : sud-est, centre-nord, Cerro Xinolat\u00e9petl, haut central, c\u00f4te, rivi\u00e8re Necaxa et centre-sud. Pour le tepehua, il distingue sud, nord et ouest. Ces cat\u00e9gories ne constituent pas une \u00e9chelle de prestige ou de correction.<sup><a href=\"#r03-fr-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup><sup><a href=\"#r03-fr-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><figure class=\"iict-plate\" id=\"iict-plate-r03-a-fr\" lang=\"fr\" aria-labelledby=\"iict-plate-r03-a-fr-title\" style=\"--plate-cols:3\"><div class=\"plate-top\"><p class=\"plate-kicker\">Carnet illustr\u00e9 \u00b7 I<\/p><h3 id=\"iict-plate-r03-a-fr-title\">Une famille commune n\u2019efface pas deux langues<\/h3><\/div><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"plate-art\" viewBox=\"0 0 750 420\" role=\"img\" aria-labelledby=\"iict-plate-r03-a-fr-art-title iict-plate-r03-a-fr-art-desc\"><title id=\"iict-plate-r03-a-fr-art-title\">Une famille commune n\u2019efface pas deux langues<\/title><desc id=\"iict-plate-r03-a-fr-art-desc\">1. La famille totonaque\u2013tepehua indique une parent\u00e9 historique. 2. Le totonaque et le tepehua constituent des groupes distincts. 3. Les variantes pr\u00e9cisent diff\u00e9rences et localit\u00e9s dans chaque groupe. 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-39 19 -47\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -46 Q-14 -54 -20 -59\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -46 Q14 -54 20 -59\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -61 Q-16 -69 -21 -71\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -61 Q16 -69 21 -71\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q-18 -84 -22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q18 -84 22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q-20 -99 -23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q20 -99 23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><\/g><g transform=\"translate(470 322) rotate(-25) scale(0.46)\"><path d=\"M0 0 C-32 -45 -25 -92 0 -122 C30 -88 35 -40 0 0Z\" fill=\"#8d9b72\" stroke=\"#52694d\" stroke-width=\"1.5\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 0 Q-4 -60 0 -113\" fill=\"none\" stroke=\"#52694d\" stroke-width=\"1.3\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -16 Q-10 -24 -18 -35\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -16 Q10 -24 18 -35\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -31 Q-12 -39 -19 -47\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -31 Q12 -39 19 -47\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -46 Q-14 -54 -20 -59\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -46 Q14 -54 20 -59\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -61 Q-16 -69 -21 -71\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -61 Q16 -69 21 -71\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q-18 -84 -22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q18 -84 22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q-20 -99 -23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q20 -99 23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><\/g><g transform=\"translate(620 322) rotate(25) scale(0.46)\"><path d=\"M0 0 C-32 -45 -25 -92 0 -122 C30 -88 35 -40 0 0Z\" fill=\"#8d9b72\" stroke=\"#52694d\" stroke-width=\"1.5\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 0 Q-4 -60 0 -113\" fill=\"none\" stroke=\"#52694d\" stroke-width=\"1.3\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -16 Q-10 -24 -18 -35\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -16 Q10 -24 18 -35\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -31 Q-12 -39 -19 -47\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -31 Q12 -39 19 -47\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -46 Q-14 -54 -20 -59\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -46 Q14 -54 20 -59\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -61 Q-16 -69 -21 -71\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -61 Q16 -69 21 -71\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q-18 -84 -22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -76 Q18 -84 22 -83\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q-20 -99 -23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M0 -91 Q20 -99 23 -95\" fill=\"none\" stroke=\"#617853\" stroke-width=\"0.8\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><\/g><circle cx=\"450\" cy=\"79\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"450\" y=\"87\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">1<\/text><circle cx=\"627\" cy=\"170\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"627\" y=\"178\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">2<\/text><circle cx=\"375\" cy=\"326\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"375\" y=\"334\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">3<\/text><\/svg><ol class=\"plate-legend\"><li>La famille totonaque\u2013tepehua indique une parent\u00e9 historique.<\/li><li>Le totonaque et le tepehua constituent des groupes distincts.<\/li><li>Les variantes pr\u00e9cisent diff\u00e9rences et localit\u00e9s dans chaque groupe.<\/li><\/ol><figcaption class=\"plate-caption\">Sch\u00e9ma des niveaux du catalogue de l\u2019INALI, centr\u00e9 sur cette parent\u00e9 ; ce n\u2019est pas un arbre exhaustif des variantes. \u00b7 Illustration originale de l\u2019Institut \u00b7 <a href=\"#r03-fr-evidence\">Sources et confrontation<\/a><\/figcaption><\/figure>\n<h2>2. Une r\u00e9gion de contacts, pas un partage en cases<\/h2><p>Les listes de localit\u00e9s elles-m\u00eames invitent \u00e0 abandonner une carte de compartiments ferm\u00e9s. Des localit\u00e9s de la municipalit\u00e9 de Pantepec, dans l\u2019\u00c9tat de Puebla, figurent dans les entr\u00e9es du totonaque, du tepehua et de l\u2019otom\u00ed. Cela documente des pr\u00e9sences dans la municipalit\u00e9 ; cela ne d\u00e9montre ni une composition identique de chaque localit\u00e9 ni un nombre de locuteurs par langue.<sup><a href=\"#r03-fr-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><\/p><p>La pr\u00e9cision g\u00e9ographique \u00e9vite \u00e9galement les confusions. Huehuetla, Puebla, sera l\u2019une des municipalit\u00e9s compar\u00e9es ici. Huehuetla, Hidalgo, figure dans l\u2019entr\u00e9e du tepehua du sud et constitue une autre municipalit\u00e9. Un nom commun ne rend pas interchangeables leurs donn\u00e9es, leurs locuteurs ou leurs histoires. Pour la m\u00eame raison, une liste linguistique ne d\u00e9limite pas \u00e0 elle seule tout le Totonacapan.<sup><a href=\"#r03-fr-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup><sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><h2>3. Deux municipalit\u00e9s, deux d\u00e9nominateurs<\/h2><p>En 2020, 19,84\u202f% de la population de 3 ans et plus de Papantla parlait une langue autochtone. \u00c0 Huehuetla, Puebla, cette proportion \u00e9tait de 84,52\u202f%. La comparaison d\u00e9crit deux municipalit\u00e9s et une question du recensement ; elle ne mesure pas l\u2019ensemble de la r\u00e9gion.<sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><p>Ici, la question change et, avec elle, la base du calcul. Parmi les personnes parlant une langue autochtone, le totonaque repr\u00e9sentait 97,6 % \u00e0 Papantla et 98,6 % \u00e0 Huehuetla. Ce sont les chiffres ajout\u00e9s par les fiches ; ils ne disent pas que presque toute la population des deux municipalit\u00e9s parlait totonaque. Lire les deux bases ensemble \u00e9vite d\u2019exag\u00e9rer ce que montrent les pourcentages.<sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><p>Le recensement interroge la capacit\u00e9 de parler, par l\u2019interm\u00e9diaire d\u2019un informateur du m\u00e9nage. Cette seule question ne mesure ni l\u2019\u00e9criture, ni la fr\u00e9quence d\u2019usage, ni tous les registres d\u2019une langue. Elle diff\u00e8re aussi de la question sur l\u2019auto-identification autochtone. Une personne peut se reconna\u00eetre dans une appartenance tout en ayant cess\u00e9 de parler la langue familiale ; une autre peut parler plusieurs langues. Une cat\u00e9gorie statistique ne r\u00e9sume pas toute cette exp\u00e9rience.<sup><a href=\"#r03-fr-note-4\" aria-label=\"Note 4\">[4]<\/a><\/sup><\/p><\/section><section class=\"research-census research-visual\"><h3>Premi\u00e8re base : population municipale de 3 ans et plus<\/h3><p class=\"research-method\">Part parlant une langue autochtone \u00b7 Recensement 2020<\/p><div class=\"research-bars\"><div class=\"research-bar-item\"><div class=\"bar-heading\"><span>Papantla \u00b7 Veracruz<\/span><strong>19,84\u202f%<\/strong><\/div><div class=\"bar-track\" aria-hidden=\"true\"><span style=\"width:19.84%\"><\/span><\/div><\/div><div class=\"research-bar-item\"><div class=\"bar-heading\"><span>Huehuetla \u00b7 Puebla<\/span><strong>84,52\u202f%<\/strong><\/div><div class=\"bar-track\" aria-hidden=\"true\"><span style=\"width:84.52%\"><\/span><\/div><\/div><div class=\"bar-axis\" aria-hidden=\"true\"><span>0%<\/span><span>100%<\/span><\/div><\/div><p class=\"research-version\">M\u00eame question et m\u00eame groupe d\u2019\u00e2ge. La comparaison concerne des municipalit\u00e9s, non l\u2019ensemble du Totonacapan. Source : INEGI, panoramas 2020, Veracruz pp. 280\u2013281 et Puebla pp. 168\u2013169.<sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><h3>Deuxi\u00e8me base : parmi les locuteurs de langues autochtones<\/h3><div class=\"research-matrix\"><div class=\"iict-journal-table\" role=\"region\" tabindex=\"0\" aria-label=\"Tableau de donn\u00e9es\" style=\"--journal-table-min:40rem\"><table><thead><tr><th scope=\"col\">Municipalit\u00e9<\/th><th scope=\"col\">Totonaque<\/th><th scope=\"col\">Nahuatl<\/th><th scope=\"col\">Ne parle pas espagnol<\/th><\/tr><\/thead><tbody><tr><th scope=\"row\">Papantla \u00b7 Veracruz<\/th><td data-label=\"Totonaque\">97,6\u202f%<\/td><td data-label=\"Nahuatl\">1,7\u202f%<\/td><td data-label=\"Ne parle pas espagnol\">2,49\u202f%<\/td><\/tr><tr><th scope=\"row\">Huehuetla \u00b7 Puebla<\/th><td data-label=\"Totonaque\">98,6\u202f%<\/td><td data-label=\"Nahuatl\">1,3\u202f%<\/td><td data-label=\"Ne parle pas espagnol\">22,22\u202f%<\/td><\/tr><\/tbody><\/table><\/div><\/div><p class=\"research-method\">Totonaque et nahuatl : r\u00e9partition des langues parmi les locuteurs de langues autochtones. Ne parle pas espagnol : proportion parmi ces locuteurs de 3 ans et plus. Ces indicateurs sont diff\u00e9rents ; les colonnes ne s\u2019additionnent pas. Les pourcentages publi\u00e9s sont arrondis.<sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><figure class=\"iict-viz viz-network\" id=\"iict-viz-r03-fr\" lang=\"fr\" aria-labelledby=\"iict-viz-r03-fr-title\"><header><div class=\"viz-kicker\"><span>Carnets visuels<\/span><span>R03 \u00b7 01<\/span><\/div><h3 id=\"iict-viz-r03-fr-title\">Les lieux o\u00f9 une langue reste n\u00e9cessaire<\/h3><p>Transmettre, c\u2019est aussi pouvoir utiliser la langue dans des relations diff\u00e9rentes.<\/p><\/header><div class=\"viz-art\" style=\"--viz-cols:3\"><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><circle cx=\"140\" cy=\"31\" r=\"13\"\/><path d=\"M115 84V65q0-17 25-17t25 17v19M95 42a10 10 0 1 1 0-20M185 42a10 10 0 1 0 0-20M77 87V65q0-17 25-17M203 87V65q0-17-25-17M111 95h58\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">01<\/span><h4>Famille<\/h4><p>Conversations et liens entre g\u00e9n\u00e9rations.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M140 34q-25-20-65-9v65q35-11 65 5 30-16 65-5V25q-40-11-65 9v61M91 43q20-3 34 5M91 59q20-3 34 5M155 48q17-8 34-5M155 64q17-8 34-5\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">02<\/span><h4>\u00c9cole<\/h4><p>Apprentissage situ\u00e9 et occasions d\u2019usage.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M80 22h120v56h-67l-24 20V78H80zM98 42h84M98 57h62\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">03<\/span><h4>Radio<\/h4><p>La parole trouve un espace public.<\/p><\/div><div class=\"viz-cell\"><svg class=\"viz-line-art\" viewBox=\"0 0 280 110\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M30 105h220\" fill=\"none\" stroke=\"#c9b77f\" stroke-width=\"1\"\/><g fill=\"none\" stroke=\"currentColor\" stroke-width=\"1.55\"><path d=\"M90 14h82l22 22v60H90z\"\/><path d=\"M172 14v22h22M106 47h64M106 59h56M106 71h65M106 83h38\"\/><\/g><\/svg><span class=\"viz-number\" aria-hidden=\"true\">04<\/span><h4>\u00c9criture<\/h4><p>Des conventions communes sans effacer les variantes.<\/p><\/div><\/div><figcaption>Relations examin\u00e9es dans l\u2019article ; il ne s\u2019agit pas d\u2019une \u00e9chelle de comp\u00e9tence linguistique.<span class=\"viz-source\">Synth\u00e8se visuelle originale de l\u2019Institut \u00b7 <a href=\"#r03-fr-evidence\">Sources et confrontation<\/a><\/span><\/figcaption><\/figure>\n<h2>4. La transmission se joue entre des personnes<\/h2><p>L\u2019\u00e9tude de Santiago Francisco et Figueroa Saavedra \u00e0 Filomeno Mata rapproche les contacts familiaux et la ma\u00eetrise du totonaque. Elle souligne le r\u00f4le des grands-parents et des trajectoires diverses. Ses associations statistiques ne prouvent pas une cause unique.<sup><a href=\"#r03-fr-note-5\" aria-label=\"Note 5\">[5]<\/a><\/sup><\/p><p>Compter les locuteurs ouvre la porte ; il faut ensuite \u00e9couter les relations d\u2019apprentissage. Qui parle avec qui, quand, pour quoi faire et avec quelles possibilit\u00e9s de r\u00e9pondre ? Une salutation, une explication de travail et une longue conversation demandent des ressources diff\u00e9rentes. La capacit\u00e9 d\u2019utiliser une langue peut s\u2019\u00e9tendre, changer de lieu ou s\u2019interrompre. Comprendre une trajectoire pr\u00e9cise exige des t\u00e9moignages et des observations dans des lieux et des situations d\u00e9finis, en plus des chiffres.<\/p><p>Comparer les g\u00e9n\u00e9rations demande la m\u00eame attention. Un portrait statistique d\u2019\u00e2ges diff\u00e9rents ne suit pas les m\u00eames personnes au fil de leur vie. Pour savoir quand et pourquoi une famille a chang\u00e9 de langue, la recherche doit reconstruire sa s\u00e9quence plut\u00f4t que la d\u00e9duire automatiquement d\u2019un tableau municipal.<\/p><\/section><figure class=\"research-visual\"><a href=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/iict-territorio-sierra-cuetzalan-20261104.jpg\"><img decoding=\"async\" src=\"https:\/\/totonacapan.com\/wordpress\/wp-content\/uploads\/2026\/11\/iict-territorio-sierra-cuetzalan-20261104.jpg\" alt=\"Cuetzalan : un lieu de la Sierra Norte\" width=\"1920\" height=\"1442\" loading=\"lazy\"><\/a><figcaption><strong>Cuetzalan : un lieu de la Sierra Norte<\/strong>Cuetzalan, Puebla, 29 mars 2008. Photographie de Ciro Cuesta, Wikimedia Commons, CC BY-SA 4.0 ; r\u00e9duction proportionnelle. L\u2019image situe une localit\u00e9 ; elle ne documente ni un cours ni une \u00e9mission radiophonique. <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Tarde_en_Cuetzalan.jpg\">Wikimedia Commons \u2197<\/a> \u00b7 <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0 \u2197<\/a><\/figcaption><\/figure><section class=\"research-main-section\"><h2>5. \u00c9cole, radio et traduction : des lieux d\u2019usage<\/h2><p>Chakravarti \u00e9tudie le lyc\u00e9e totonaque CESIK de Huehuetla, Puebla, \u00e0 partir d\u2019une exp\u00e9rience li\u00e9e au projet et d\u2019entretiens de 2018. Il documente une proposition scolaire associant apprentissage, communaut\u00e9 et participation. Cette perspective situ\u00e9e compl\u00e8te le recensement ; elle ne repr\u00e9sente pas statistiquement toutes les \u00e9coles.<sup><a href=\"#r03-fr-note-6\" aria-label=\"Note 6\">[6]<\/a><\/sup><\/p><p>\u00c0 Cuetzalan, la station XECTZ La Voz de la Sierra Norte \u00e9met en nahuatl et en totonaque. Sa page officielle situe son origine au 21 ao\u00fbt 1994. La radio ajoute un espace public aux conversations familiales et scolaires. Cependant, la couverture d\u2019\u00e9mission annonc\u00e9e par une station ne mesure ni le nombre d\u2019auditeurs ni son effet sur la transmission.<sup><a href=\"#r03-fr-note-7\" aria-label=\"Note 7\">[7]<\/a><\/sup><\/p><p>La traduction ouvre une autre question de recherche : qui peut comprendre et intervenir lorsque la langue et le contexte d\u2019une conversation changent ? \u00c9tudier cette capacit\u00e9 exige d\u2019observer des situations pr\u00e9cises et leurs participants. L\u2019existence d\u2019une \u00e9cole ou d\u2019une radio ne d\u00e9montre pas, \u00e0 elle seule, que chacun dispose d\u2019une traduction adapt\u00e9e.<\/p><\/section><section class=\"research-main-section\"><section class=\"iict-reading-addition\" data-kind=\"inline\" id=\"iict-reading-r03-fr\" lang=\"fr\" aria-labelledby=\"iict-reading-r03-fr-title\"><h3 id=\"iict-reading-r03-fr-title\">La langue \u00e9crit aussi le pr\u00e9sent<\/h3><p>La po\u00e9sie offre une autre entr\u00e9e que les chiffres. Radio Educaci\u00f3n conserve une \u00e9mission sur Manuel Espinosa Sainos, po\u00e8te et animateur bilingue originaire d\u2019Ixtepec, au Puebla. Diffus\u00e9 le 5 mai 2020, cet \u00e9pisode r\u00e9unit des po\u00e8mes en espagnol et en totonaque, dont \u00ab Tu cuerpo es la danza \u00bb. Le catalogue identifie aussi les personnes ayant assur\u00e9 recherche, \u00e9criture et production de ces six minutes et trente-neuf secondes. <a class=\"reading-ref\" href=\"#iict-reading-r03-fr-source\" aria-label=\"Voir sources et comparaison\">\u2197<\/a><\/p><p>La langue accueille ici la cr\u00e9ation amoureuse et un public \u00e0 l\u2019\u00e9coute. Sa continuit\u00e9 comprend cette possibilit\u00e9 de dire quelque chose de nouveau, tout autant que la transmission des apprentissages. Une \u00e9criture partag\u00e9e peut prolonger ces chemins en conservant les fa\u00e7ons locales de parler.<\/p><p class=\"reading-links\"><a href=\"https:\/\/catalogoradioeducacion.cultura.gob.mx\/programas\/manuel-espinosa-sainos\/\">Radio Educaci\u00f3n \u00b7 programa 0013, emisi\u00f3n 05\/05\/2020<\/a> \u00b7 <a href=\"#r03-fr-evidence\">Sources et confrontation<\/a><\/p><\/section>\n<figure class=\"iict-plate\" id=\"iict-plate-r03-b-fr\" lang=\"fr\" aria-labelledby=\"iict-plate-r03-b-fr-title\" style=\"--plate-cols:3\"><div class=\"plate-top\"><p class=\"plate-kicker\">Carnet illustr\u00e9 \u00b7 II<\/p><h3 id=\"iict-plate-r03-b-fr-title\">O\u00f9 une langue reprend vie dans l\u2019usage<\/h3><\/div><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"plate-art\" viewBox=\"0 0 750 420\" role=\"img\" aria-labelledby=\"iict-plate-r03-b-fr-art-title iict-plate-r03-b-fr-art-desc\"><title id=\"iict-plate-r03-b-fr-art-title\">O\u00f9 une langue reprend vie dans l\u2019usage<\/title><desc id=\"iict-plate-r03-b-fr-art-desc\">1. \u00c0 la maison : parler avec ses proches relie exp\u00e9rience et apprentissage. 2. Dans les espaces publics : \u00e9cole, radio et traduction cr\u00e9ent des occasions d\u2019usage. 3. \u00c0 l\u2019\u00e9crit : convenir de graphies et cr\u00e9er des textes ouvre d\u2019autres conversations. Espaces document\u00e9s par diff\u00e9rentes sources ; l\u2019illustration ne classe pas leur efficacit\u00e9 et ne prescrit pas un mod\u00e8le unique.<\/desc><defs><pattern id=\"iict-plate-r03-b-fr-grain\" patternUnits=\"userSpaceOnUse\" width=\"17\" height=\"19\"><circle cx=\"2\" cy=\"3\" r=\".6\" fill=\"#a9a384\" opacity=\".15\"\/><circle cx=\"11\" cy=\"14\" r=\".5\" fill=\"#b3a98a\" opacity=\".16\"\/><\/pattern><\/defs><rect width=\"750\" height=\"420\" fill=\"url(#iict-plate-r03-b-fr-grain)\"\/><g transform=\"translate(143 205) scale(0.9)\"><path d=\"M-66 -12 L0 -68 L66 -12 L48 -12 L48 55 L-48 55 L-48 -12Z\" fill=\"#e6deca\" stroke=\"#6f7560\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><rect x=\"-12\" y=\"9\" width=\"24\" height=\"46\" rx=\"0\" fill=\"#a5ae91\" stroke=\"#6f7560\" stroke-width=\"2\"\/><rect x=\"-38\" y=\"-4\" width=\"17\" height=\"22\" rx=\"0\" fill=\"#d2d9cb\" stroke=\"#6f7560\" stroke-width=\"2\"\/><rect x=\"23\" y=\"-4\" width=\"17\" height=\"22\" rx=\"0\" fill=\"#d2d9cb\" stroke=\"#6f7560\" stroke-width=\"2\"\/><\/g><g transform=\"translate(375 203) scale(0.8)\"><path d=\"M0 -67 C-36 -92 -83 -82 -105 -76 L-105 65 C-61 53 -24 57 0 76 C24 57 61 53 105 65 L105 -76 C70 -86 30 -90 0 -67Z\" fill=\"#f6efde\" stroke=\"#9c8e6b\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><line x1=\"0\" y1=\"-65\" x2=\"0\" y2=\"73\" stroke=\"#9c8e6b\" stroke-width=\"2\" \/><path d=\"M-88 -45 Q-46 -54 -15 -35 M15 -35 Q46 -54 88 -45\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 -29 Q-46 -38 -15 -19 M15 -19 Q46 -38 88 -29\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 -13 Q-46 -22 -15 -3 M15 -3 Q46 -22 88 -13\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 3 Q-46 -6 -15 13 M15 13 Q46 -6 88 3\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 19 Q-46 10 -15 29 M15 29 Q46 10 88 19\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M-88 35 Q-46 26 -15 45 M15 45 Q46 26 88 35\" fill=\"none\" stroke=\"#b8af94\" stroke-width=\"1\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><\/g><rect x=\"540\" y=\"146\" width=\"138\" height=\"90\" rx=\"12\" fill=\"#e5ddc7\" stroke=\"#8b8568\" stroke-width=\"2\"\/><circle cx=\"585\" cy=\"190\" r=\"25\" fill=\"none\" stroke=\"#8b8568\" stroke-width=\"2\"\/><line x1=\"559\" y1=\"173\" x2=\"559\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"571\" y1=\"173\" x2=\"571\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"583\" y1=\"173\" x2=\"583\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"595\" y1=\"173\" x2=\"595\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"607\" y1=\"173\" x2=\"607\" y2=\"208\" stroke=\"#a2997e\" stroke-width=\"1\" \/><line x1=\"653\" y1=\"145\" x2=\"684\" y2=\"101\" stroke=\"#8b8568\" stroke-width=\"3\" \/><path d=\"M672 78 Q719.6666666666666 88 692 118\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M663 60 Q725.6666666666666 88 701 136\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><path d=\"M654 42 Q731.6666666666666 88 710 154\" fill=\"none\" stroke=\"#9fae99\" stroke-width=\"1.6\" stroke-linecap=\"round\" stroke-linejoin=\"round\" \/><line x1=\"225\" y1=\"204\" x2=\"278\" y2=\"204\" stroke=\"#ae8e4b\" stroke-width=\"2\" stroke-dasharray=\"5 7\"\/><circle cx=\"278\" cy=\"204\" r=\"4\" fill=\"#ae8e4b\" stroke=\"#ae8e4b\" stroke-width=\"1\"\/><line x1=\"471\" y1=\"204\" x2=\"514\" y2=\"204\" stroke=\"#ae8e4b\" stroke-width=\"2\" stroke-dasharray=\"5 7\"\/><circle cx=\"514\" cy=\"204\" r=\"4\" fill=\"#ae8e4b\" stroke=\"#ae8e4b\" stroke-width=\"1\"\/><circle cx=\"143\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"143\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">1<\/text><circle cx=\"375\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"375\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">2<\/text><circle cx=\"609\" cy=\"317\" r=\"20\" fill=\"#264e60\" stroke=\"#f8f4e9\" stroke-width=\"3\"\/><text x=\"609\" y=\"325\" fill=\"#fff\" font-family=\"Georgia,serif\" font-size=\"24\" text-anchor=\"middle\">3<\/text><\/svg><ol class=\"plate-legend\"><li>\u00c0 la maison : parler avec ses proches relie exp\u00e9rience et apprentissage.<\/li><li>Dans les espaces publics : \u00e9cole, radio et traduction cr\u00e9ent des occasions d\u2019usage.<\/li><li>\u00c0 l\u2019\u00e9crit : convenir de graphies et cr\u00e9er des textes ouvre d\u2019autres conversations.<\/li><\/ol><figcaption class=\"plate-caption\">Espaces document\u00e9s par diff\u00e9rentes sources ; l\u2019illustration ne classe pas leur efficacit\u00e9 et ne prescrit pas un mod\u00e8le unique. \u00b7 Illustration originale de l\u2019Institut \u00b7 <a href=\"#r03-fr-evidence\">Sources et confrontation<\/a><\/figcaption><\/figure>\n<h2>6. \u00c9crire ensemble tout en parlant de fa\u00e7ons diff\u00e9rentes<\/h2><p>La norme d\u2019\u00e9criture de la langue Tutunak\u00fa, publi\u00e9e en 2017, retrace un processus engag\u00e9 \u00e0 Mirasol, Amixtl\u00e1n, Puebla, le 11 avril 1983. L\u2019annonce institutionnelle de travaux en 2015 correspond \u00e0 une \u00e9tape ult\u00e9rieure. Un titre annon\u00e7ant un d\u00e9but ne remplace pas cette histoire.<sup><a href=\"#r03-fr-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup><\/p><p>S\u2019accorder sur l\u2019\u00e9criture peut faciliter les supports et la communication entre variantes. Cela ne rend pas les prononciations identiques et n\u2019oblige pas \u00e0 abandonner les noms locaux. Apprendre \u00e0 \u00e9crire et continuer \u00e0 parler une langue sont li\u00e9s, mais chaque processus demande ses propres preuves. La norme publi\u00e9e atteste qu\u2019un outil est disponible. Savoir comment il est utilis\u00e9 exige d\u2019en \u00e9tudier les usages.<\/p><\/section><section class=\"research-time research-visual\"><h3>Une \u00e9criture avec une histoire<\/h3><ol><li><span class=\"research-time-date\">1983<\/span><strong>Premi\u00e8re rencontre<\/strong><span>Mirasol, Amixtl\u00e1n, Puebla \u00b711 avril.<\/span><\/li><li><span class=\"research-time-date\">2015<\/span><strong>Une nouvelle \u00e9tape<\/strong><span>L\u2019INALI annonce des travaux de normalisation.<\/span><\/li><li><span class=\"research-time-date\">2017<\/span><strong>Publication<\/strong><span>Premi\u00e8re \u00e9dition de la norme Tutunak\u00fa.<\/span><\/li><\/ol><p class=\"research-version\">Chronologie de lecture \u00e9labor\u00e9e \u00e0 partir de la norme 2017, pp. 87\u201393, et de l\u2019annonce institutionnelle du 26\/10\/2015. Elle ne repr\u00e9sente pas toutes les rencontres du processus.<sup><a href=\"#r03-fr-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup><\/p><\/section><section class=\"research-main-section\"><h2>7. Ce qu\u2019il faudrait maintenant confronter<\/h2><p>La comparaison documentaire permet de poser de meilleures questions qu\u2019un classement entre langues vivantes et langues qui disparaissent. Les espaces d\u2019usage, les relations permettant l\u2019apprentissage et les d\u00e9cisions des locuteurs comptent. Un pourcentage \u00e9lev\u00e9 ne garantit pas tous les usages ; un pourcentage faible n\u2019explique pas \u00e0 lui seul une trajectoire familiale.<\/p><p>L\u2019\u00e9tape suivante d\u2019une recherche locale serait de convenir avec les participants de l\u2019objet \u00e0 \u00e9tudier : conversations entre g\u00e9n\u00e9rations, supports \u00e9crits, exp\u00e9riences scolaires ou \u00e9coute radiophonique. Il faudrait des dates, des variantes et des situations pr\u00e9cises, ainsi que l\u2019autorisation d\u2019enregistrer et de publier. Ce travail n\u2019est pas pr\u00e9sent\u00e9 ici comme accompli. Cette lecture apporte des questions, des sources et les points o\u00f9 une comparaison trop rapide changerait le sens de la preuve.<\/p><\/section><section class=\"research-visual\"><h2>Trois questions qui demandent leurs propres preuves<\/h2><ol class=\"research-hypotheses\"><li><span class=\"hypothesis-number\">01<\/span><div><h3>Relations et ma\u00eetrise<\/h3><p>L\u2019usage avec diff\u00e9rents proches est-il associ\u00e9 \u00e0 des capacit\u00e9s diff\u00e9rentes ? Il faudrait distinguer \u00e2ge, exposition, absences et occasions de r\u00e9pondre ; une association ne d\u00e9termine pas, \u00e0 elle seule, la cause.<\/p><\/div><\/li><li><span class=\"hypothesis-number\">02<\/span><div><h3>\u00c9criture et usages<\/h3><p>Une convention partag\u00e9e facilite-t-elle de nouveaux usages entre variantes ? Il faudrait des supports dat\u00e9s, des pratiques observ\u00e9es et l\u2019appr\u00e9ciation de leurs utilisateurs.<\/p><\/div><\/li><li><span class=\"hypothesis-number\">03<\/span><div><h3>Espaces publics et continuit\u00e9<\/h3><p>Qu\u2019apportent l\u2019\u00e9coute radiophonique ou la participation \u00e0 une \u00e9cole dans une trajectoire linguistique ? Des exp\u00e9riences et un suivi sont n\u00e9cessaires ; couverture, inscription et continuit\u00e9 ne sont pas la m\u00eame variable.<\/p><\/div><\/li><\/ol><\/section><details class=\"research-evidence\" id=\"r03-fr-evidence\"><summary><span class=\"evidence-kicker\">La recherche de l\u2019int\u00e9rieur<\/span><strong class=\"evidence-title\">Sources et confrontation<\/strong><span class=\"evidence-subtitle\">D\u00e9plier l\u2019analyse des sources, leurs diff\u00e9rences et la documentation compl\u00e8te.<\/span><\/summary><p>Ce tableau permet de v\u00e9rifier ce que compte chaque source et les comparaisons qu\u2019elle autorise. Une diff\u00e9rence entre sources peut r\u00e9v\u00e9ler une autre m\u00e9thode, un autre territoire ou une autre question. R\u00e9f\u00e9rences compl\u00e8tes, pages et questions ouvertes figurent dans le m\u00eame volet d\u00e9pliable.<\/p><div class=\"research-matrix\"><div class=\"iict-journal-table\" role=\"region\" tabindex=\"0\" aria-label=\"Tableau de donn\u00e9es\" style=\"--journal-table-min:40rem\"><table><thead><tr><th scope=\"col\">Question<\/th><th scope=\"col\">Sources en dialogue<\/th><th scope=\"col\">Convergence ou diff\u00e9rence<\/th><th scope=\"col\">Lecture et question ouverte<\/th><\/tr><\/thead><tbody><tr><th scope=\"row\">Une variante est-elle une population ?<\/th><td data-label=\"Sources en dialogue\"><sup><a href=\"#r03-fr-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup> Catalogue INALI : famille, regroupement et variante. <sup><a href=\"#r03-fr-note-2\" aria-label=\"Note 2\">[2]<\/a><\/sup> Entr\u00e9es territoriales. <sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> Panorama INEGI 2020.<\/td><td data-label=\"Convergence ou diff\u00e9rence\">Le catalogue classe et localise des formes linguistiques ; le recensement compte des r\u00e9ponses de personnes. Ce ne sont pas deux estimations rivales du m\u00eame objet.<\/td><td data-label=\"Lecture et question ouverte\">Ne pas convertir une liste de localit\u00e9s en pourcentages. Une \u00e9tude municipale doit pr\u00e9ciser ann\u00e9e, variable et territoire avant toute comparaison.<\/td><\/tr><tr><th scope=\"row\">Que signifie 97,6\u202f% ?<\/th><td data-label=\"Sources en dialogue\"><sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> Papantla, pp. 280\u2013281 :19,84\u202f% et 97,6\u202f%. Huehuetla, Puebla, pp. 168\u2013169 :84,52\u202f% et 98,6\u202f%. <sup><a href=\"#r03-fr-note-4\" aria-label=\"Note 4\">[4]<\/a><\/sup> D\u00e9finition de HLENGUA.<\/td><td data-label=\"Convergence ou diff\u00e9rence\">La premi\u00e8re paire prend pour base la population de 3 ans et plus ; la seconde, les locuteurs de langues autochtones. Les fiches sont compatibles lorsque leurs d\u00e9nominateurs sont conserv\u00e9s.<\/td><td data-label=\"Lecture et question ouverte\">Ne pas pr\u00e9senter 97,6\u202f% comme la population totale ni fabriquer des effectifs exacts en multipliant des chiffres arrondis. Parler, \u00e9crire et s\u2019auto-identifier demandent des questions distinctes.<\/td><\/tr><tr><th scope=\"row\">Que prouve le lien familial ?<\/th><td data-label=\"Sources en dialogue\"><sup><a href=\"#r03-fr-note-5\" aria-label=\"Note 5\">[5]<\/a><\/sup> Santiago Francisco\/Figueroa Saavedra 2025, pp. 143\u2013148. <sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> Portraits municipaux 2020.<\/td><td data-label=\"Convergence ou diff\u00e9rence\">L\u2019\u00e9tude rapproche le contact familial et un indicateur de ma\u00eetrise \u00e0 Filomeno Mata ; le recensement municipal ne reconstitue pas ces conversations. Les \u00e9chelles se compl\u00e8tent.<\/td><td data-label=\"Lecture et question ouverte\">L\u2019association n\u2019est pas la causalit\u00e9. L\u2019article d\u2019origine indique 1080 dans son r\u00e9sum\u00e9 et 1081 pour le sous-groupe de la m\u00e9thode, parmi 1337 entretiens. Cette lecture n\u2019utilise donc pas un effectif unique comme donn\u00e9e d\u00e9finitivement \u00e9tablie.<\/td><\/tr><tr><th scope=\"row\">L\u2019\u00e9cole et la radio assurent-elles la transmission ?<\/th><td data-label=\"Sources en dialogue\"><sup><a href=\"#r03-fr-note-6\" aria-label=\"Note 6\">[6]<\/a><\/sup> \u00c9tude CESIK, entretiens 2018, publication 2023. <sup><a href=\"#r03-fr-note-7\" aria-label=\"Note 7\">[7]<\/a><\/sup> Fiche officielle XECTZ.<\/td><td data-label=\"Convergence ou diff\u00e9rence\">L\u2019\u00e9tude d\u00e9crit une exp\u00e9rience scolaire situ\u00e9e ; la station indique des langues et une couverture. Aucune de ces sources ne mesure seule l\u2019effet r\u00e9gional de ces espaces.<\/td><td data-label=\"Lecture et question ouverte\">Distinguer exp\u00e9rience, infrastructure et r\u00e9sultat. Un suivi et des crit\u00e8res convenus avec les participants seraient n\u00e9cessaires pour soutenir une explication causale.<\/td><\/tr><tr><th scope=\"row\">L\u2019\u00e9criture a-t-elle commenc\u00e9 en 2015 ?<\/th><td data-label=\"Sources en dialogue\"><sup><a href=\"#r03-fr-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup> NormeTutunak\u00fa 2017, pp. 87\u201393. Annonce INALI 26\/10\/2015.<\/td><td data-label=\"Convergence ou diff\u00e9rence\">Le livre rappelle des rencontres depuis 1983 ; l\u2019annonce de 2015 d\u00e9crit une \u00e9tape. La diff\u00e9rence concerne l\u2019\u00e9tendue du r\u00e9cit, non deux dates incompatibles pour un m\u00eame \u00e9v\u00e9nement.<\/td><td data-label=\"Lecture et question ouverte\">La chronologie garde visibles les travaux ant\u00e9rieurs. Publier une norme ne d\u00e9montre ni uniformit\u00e9 orale ni adoption universelle : les usages demandent une recherche propre.<\/td><\/tr><tr><th scope=\"row\">Que permet d\u2019affirmer une image ?<\/th><td data-label=\"Sources en dialogue\"><sup><a href=\"#r03-fr-note-9\" aria-label=\"Note 9\">[9]<\/a><\/sup> Cuetzalan 2008, Ciro Cuesta. Diagrammes de cette lecture fond\u00e9s sur<sup><a href=\"#r03-fr-note-1\" aria-label=\"Note 1\">[1]<\/a><\/sup>\u2013<sup><a href=\"#r03-fr-note-3\" aria-label=\"Note 3\">[3]<\/a><\/sup> et<sup><a href=\"#r03-fr-note-8\" aria-label=\"Note 8\">[8]<\/a><\/sup>.<\/td><td data-label=\"Convergence ou diff\u00e9rence\">La photographie documente un lieu et une date ; les diagrammes rendent visible une comparaison. Ils ne t\u00e9moignent ni d\u2019une comp\u00e9tence linguistique ni d\u2019effets \u00e9ducatifs.<\/td><td data-label=\"Lecture et question ouverte\">Ne pas d\u00e9duire langue ou appartenance de l\u2019apparence. Les photos de l\u2019\u00e9tude familiale ne sont pas r\u00e9utilis\u00e9es sans clarification de la licence et de l\u2019autorisation contextuelle.<\/td><\/tr><\/tbody><\/table><\/div><\/div><p>La comparaison laisse une le\u00e7on concr\u00e8te : expliquer ce qu\u2019observe chaque source aide \u00e0 mieux comprendre ses r\u00e9sultats. Le catalogue permet de nommer les langues ; le recensement, d\u2019en conna\u00eetre les dimensions ; les \u00e9tudes situ\u00e9es, d\u2019examiner le d\u00e9roulement des processus. Cette distinction de m\u00e9thode emp\u00eache qu\u2019une source remplace automatiquement les autres.<\/p><section class=\"research-sources\"><h3>R\u00e9f\u00e9rences et localisation des preuves<\/h3><ol><li id=\"r03-fr-note-1\"><strong>INALI<\/strong>. <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/\" target=\"_blank\" rel=\"noopener\">Cat\u00e1logo de las Lenguas Ind\u00edgenas Nacionales \u2197<\/a>. D\u00e9finitions de famille, regroupement et variante ; portail du catalogue.<\/li><li id=\"r03-fr-note-2\"><strong>INALI<\/strong>. <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/v_totonaco.html\" target=\"_blank\" rel=\"noopener\">Entradas del cat\u00e1logo: agrupaciones y variantes \u2197<\/a>. Totonaque, tepehua, nahuatl, otom\u00ed et huast\u00e8que ; voir les liens de classification.<br><a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/v_tepehua.html\" target=\"_blank\" rel=\"noopener\">Tepehua \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_nahuatl.html\" target=\"_blank\" rel=\"noopener\">N\u00e1huatl \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_otomi.html\" target=\"_blank\" rel=\"noopener\">Otom\u00ed \u2197<\/a> \u00b7 <a href=\"https:\/\/www.inali.gob.mx\/sitios\/clin-inali\/html\/l_huasteco.html\" target=\"_blank\" rel=\"noopener\">Huasteco \u00b7 t\u00e9nek \u2197<\/a><\/li><li id=\"r03-fr-note-3\"><strong>INEGI<\/strong>. <a href=\"https:\/\/www.inegi.org.mx\/contenidos\/productos\/prod_serv\/contenidos\/espanol\/bvinegi\/productos\/nueva_estruc\/702825198039.pdf\" target=\"_blank\" rel=\"noopener\">Panorama sociodemogr\u00e1fico de Veracruz de Ignacio de la Llave 2020 \/ Puebla 2020 \u2197<\/a>. Papantla, pp. 280\u2013281 ; Huehuetla, Puebla, pp. 168\u2013169. Indicateurs d\u2019ethnicit\u00e9 de la population de 3 ans et plus, avec les d\u00e9nominateurs.<br><a href=\"https:\/\/www.inegi.org.mx\/contenidos\/productos\/prod_serv\/contenidos\/espanol\/bvinegi\/productos\/nueva_estruc\/702825197940.pdf\" target=\"_blank\" rel=\"noopener\">Puebla \u00b7 pp.168\u2013169 \u2197<\/a><\/li><li id=\"r03-fr-note-4\"><strong>INEGI<\/strong>. <a href=\"https:\/\/www.inegi.org.mx\/rnm\/index.php\/catalog\/632\/datafile\/F13\/V339\" target=\"_blank\" rel=\"noopener\">Censo de Poblaci\u00f3n y Vivienda 2020: HLENGUA \u2197<\/a>. D\u00e9finition de la variable et population de 3 ans et plus. Informations d\u00e9clar\u00e9es par un informateur du m\u00e9nage.<\/li><li id=\"r03-fr-note-5\"><strong>Jos\u00e9 Santiago Francisco y Miguel Figueroa Saavedra, 2025<\/strong>. <a href=\"https:\/\/www.scielo.org.mx\/pdf\/aa\/v59n1\/2448-6221-aa-59-01-139.pdf\" target=\"_blank\" rel=\"noopener\">El rol de los abuelos en la adquisici\u00f3n y dominio de la lengua totonaca \u2197<\/a>. Anales de Antropolog\u00eda 59(1), pp. 139\u2013149. M\u00e9thode et tableaux, pp. 143\u2013148. DOI : 10.22201\/iia.24486221e.2025.59.1.86210.<\/li><li id=\"r03-fr-note-6\"><strong>Atish Christopher Chakravarti, 2023<\/strong>. <a href=\"https:\/\/www.scielo.org.mx\/scielo.php?lang=es&amp;pid=S2448-878X2023000300461&amp;script=sci_arttext\" target=\"_blank\" rel=\"noopener\">Para seguir siendo ind\u00edgenas \u201cahora y despu\u00e9s\u201d: la propuesta de educaci\u00f3n originaria de la Preparatoria Totonaca CESIK en la Sierra Norte de Puebla, M\u00e9xico \u2197<\/a>. Revista latinoamericana de estudios educativos 53(3). Autoethnographie et entretiens, avril\u2013juin 2018. DOI : 10.48102\/rlee.2023.53.3.588.<\/li><li id=\"r03-fr-note-7\"><strong>INPI<\/strong>. <a href=\"https:\/\/ecos.inpi.gob.mx\/xectz\/\" target=\"_blank\" rel=\"noopener\">XECTZ, La Voz de la Sierra Norte \u2197<\/a>. Station de Cuetzalan, Puebla. Langues d\u2019\u00e9mission, date d\u2019origine et couverture d\u00e9clar\u00e9e.<\/li><li id=\"r03-fr-note-8\"><strong>INALI, 2017<\/strong>. <a href=\"https:\/\/site.inali.gob.mx\/publicaciones\/norma_tutunaku.pdf\" target=\"_blank\" rel=\"noopener\">Xalimakgatsokgni Tutunak\u00fa \/ Norma de escritura de la lengua Tutunak\u00fa (totonaco) \u2197<\/a>. Premi\u00e8re \u00e9dition. ISBN 9786078407200. Histoire et finalit\u00e9 du processus, pp. 87\u201393. Livre li\u00e9 ; ses pages ne sont pas reproduites.<br><a href=\"https:\/\/www.inali.gob.mx\/detalle\/inician-los-trabajos-para-normar-la-escritura-del-idioma-totonaco\" target=\"_blank\" rel=\"noopener\">INALI \u00b726\/10\/2015 \u2197<\/a><\/li><li id=\"r03-fr-note-9\"><strong>Ciro Cuesta, 2008<\/strong>. <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Tarde_en_Cuetzalan.jpg\" target=\"_blank\" rel=\"noopener\">Tarde en Cuetzalan \u2197<\/a>. \u0152uvre propre du photographe, 29 mars 2008, Wikimedia Commons, CC BY-SA 4.0.<\/li><\/ol><p class=\"research-version\">Consultation et \u00e9dition documentaires : 5 novembre 2026.<\/p><\/section><section class=\"iict-reading-source\" id=\"iict-reading-r03-fr-source\" lang=\"fr\"><h4>La langue \u00e9crit aussi le pr\u00e9sent<\/h4><p>Le catalogue atteste une \u0153uvre et sa diffusion. \u00c0 c\u00f4t\u00e9 du recensement, il documente un usage cr\u00e9atif, pas sa r\u00e9ception ni la vitalit\u00e9 de toutes les variantes.<\/p><p><a href=\"https:\/\/catalogoradioeducacion.cultura.gob.mx\/programas\/manuel-espinosa-sainos\/\">Radio Educaci\u00f3n \u00b7 programa 0013, emisi\u00f3n 05\/05\/2020<\/a> \u00b7 <a href=\"#iict-reading-r03-fr\">Revenir au passage<\/a><\/p><\/section>\n<\/details><nav class=\"research-related\" aria-label=\"Poursuivre la lecture\"><a href=\"https:\/\/totonacapan.com\/?page_id=1227#r01-fr-text\">Une r\u00e9gion, de multiples appartenances \u2192<\/a><a href=\"https:\/\/totonacapan.com\/?page_id=1225#research-hub-fr-text\">Toutes les recherches \u2192<\/a><a href=\"https:\/\/totonacapan.com\/?page_id=97\">Le Totonacapan \u2192<\/a><\/nav><!-- IICT-CITE R03 fr --><aside class=\"iict-citation\" id=\"citar-r03-fr\" aria-labelledby=\"citar-r03-fr-title\"><h2 id=\"citar-r03-fr-title\">Comment citer cet article<\/h2><p class=\"iict-citation-label\">R\u00e9f\u00e9rence bibliographique propos\u00e9e<\/p><blockquote class=\"iict-citation-reference\">Instituto Internacional de Cultura del Totonacapan. \u00abLangues du Totonacapan : variantes, territoires et transmission\u00bb. <cite>Cahiers de recherche<\/cite>, <strong>R03<\/strong>. The Integral Management Society (IMSV). <a href=\"https:\/\/totonacapan.com\/?page_id=1253#r03-fr-text\">https:\/\/totonacapan.com\/?page_id=1253#r03-fr-text<\/a>.<\/blockquote><p><strong>R\u00e9f\u00e9rence interne:<\/strong> <a href=\"https:\/\/totonacapan.com\/?page_id=1253#r03-fr-text\">R03<\/a>. Pour un passage pr\u00e9cis, ajoutez le titre de sa section.<\/p><p><a href=\"https:\/\/totonacapan.com\/?page_id=1225#normas-citacion-fr\">R\u00e8gles de citation de l\u2019Institut \u2192<\/a><\/p><\/aside><!-- \/IICT-CITE R03 fr --><\/article><\/details><\/div>","protected":false},"excerpt":{"rendered":"<p>Espa\u00f1ol \u00b7 texto completoEnglish \u00b7 complete textFran\u00e7ais \u00b7 texte int\u00e9gralInvestigaciones \u2197 Territorio y pueblos \u00b7 Investigaci\u00f3n R03 Lenguas del Totonacapan: variantes, territorios y transmisi\u00f3n Una lengua vive en las conversaciones, en los cuidados y en los espacios donde vuelve a hacer falta. Comprender esa vida exige distinguir los nombres, los n\u00fameros y las experiencias. Resumen [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":1225,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1253","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=\/wp\/v2\/pages\/1253","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1253"}],"version-history":[{"count":14,"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=\/wp\/v2\/pages\/1253\/revisions"}],"predecessor-version":[{"id":1839,"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=\/wp\/v2\/pages\/1253\/revisions\/1839"}],"up":[{"embeddable":true,"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=\/wp\/v2\/pages\/1225"}],"wp:attachment":[{"href":"https:\/\/totonacapan.com\/wordpress\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1253"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}