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A step toward combatting linguistic discrimination in schools worldwide, this dissertation presents an analysis of educators’ perceptions of their Indigenous students’ Kichwa-influenced Spanish at 16 schools in the Andean province of Imbabura, Ecuador. Putting theoretical frameworks of language ideologies and raciolinguistics approaches into conversation with research on phonetic and phonological variation in Ecuadorian Andean Spanish, this mixed-methods study was carried out in two phases. First, results of a verbal guise survey taken by 180 teachers in Imbabura revealed that fricativized variants of the Spanish voiced alveolar trill /r/ and voiced palatal lateral approximant /ʎ/—typically found in Spanish in close contact with the Indigenous language Kichwa—were perceived more negatively than their standardized counterparts. This was the case across teacher demographics, indicating (in line with existing research) that negative attitudes towards these features are widespread in Ecuadorian society and replicated within educational settings. For the first time, this dissertation compares teachers’ linguistic perspectives in Ecuador in relation to the educational model in which they teach (IBE or Spanish-only). Teachers working in Spanish-only schools rated fricativized realizations even lower than Intercultural Bilingual Education (IBE) teachers did on five of seven social traits, suggesting a relationship between the educational model within which teachers work and their perceptions of non-standardized language. In a second phase of the study, language interviews with 36 of the teachers produced a corpus of Spanish language features (pronunciation, grammar, lexicon) that teachers in Imbabura said they associate with Kichwa or bilingualism and guide their inclinations to intervene pedagogically when their students use them. Regarding the theoretical contributions of the work, while hegemonic language ideologies were clearly identifiable in their responses, teachers also located Kichwa-influenced Spanish within a complex web of larger societal concerns, and many—particularly Intercultural Bilingual Educators—identified ways in which Kichwa is a resource within the school environment and beyond. Resulting conceptual representations illustrate complex processes and allow for additional elements via future collaborative research. The goal of this dissertation is to inform workshops on eradicating linguistic discrimination at schools in Imbabura and world contexts. Teachers’ perceptions of the Kichwa-Spanish language features in this study can act as points of entry to challenge broader, systemic marginalization of non-standardized language in schools and society internationally.