In this paper we compare the textual narrative competence of three groups of spanish monolingual scholars: (A) rural mapuche, (B) rural nomapuche and (C) urban. We contrast the strategies of manteinnance of reference, progession of information an interclauses connection. The corpus analized is compose of thirty five tales of scholars children of 3 degrees and 6 degrees elementary school and proceed of three differents geo-socio-cultural contexts. We propose that the narrative habilities present minimal differences attributable to the context of sociocultural development, the situation of bilingualism and the development of situated linguistic-communicative competence.