Postmodernity has brought attention to differences and, concerning language, has focused on linguistic variation as a subject of reflection. In recent decades, this topic has been studied and analyzed in various fields, revealing an interest in multiculturalism and linguistic diversity, not only in large cities but also in smaller spaces. For instance, research papers have been presented at UNESCO Chair conferences on improving quality and equity in education through reading and writing, with a focus on the Argentine province of Buenos Aires. Despite laws and school regulations favoring an intercultural approach, research shows that teachers and aspiring educators feel disoriented when addressing linguistic differences in teaching. They face a conflict between the discourse of regulations and the symbolic value of norms based on the standard language. Given this situation, the question arises: what contributions can linguists make by revisiting language theories, and how can their reflection, from the perspective of the Columbia Linguistic School, lead to the development of didactic strategies that meet current needs? It is essential to find effective solutions that address linguistic diversity in the educational setting.