In this paper we present our study of the use of Mayan and Spanish in nine groups of pupils in bilingual elementary schools in the Mayan area of the Yucatan State, Mexico. Michael Cole's, as well as Guillermo Bonfil's, perspectives were used for the data analysis, in the sense of considering language as a cultural artifact, and an element of identity. Language mediates the educational process and allows, or does not allow, obtaining the official goals set by the Mexican State in relation to bilingual and intercultural education, as is discussed in this work. (Contains 2 tables.)