Language Learning Perspectives and Experiences of Stakeholders in the Community of Flowers Bay, Roatán, Honduras

• In Event: 60.060 - Translanguaging Pedagogies and Practices

Abstract

When searching for pluralistic models of bilingual education, looking globally for examples is beneficial. The overarching global perspective toward bilingual and multilingual education supports literacy in the student’s first, second, and including the possibility more languages to attain socio-political pluralism. This project examined the voices of stakeholders in the local community of Flowers Bay where the goal of bilingual education is a pluralistic society. The research study examined the language learning perspectives and experiences within the lens of language as a problem, a right, and a resource of stakeholders in their local community. Three themes emerged from stakeholder voices: access, economy, and identity. This paper provides historical cultural context and highlights the need for bilingual/bicultural education within the community.

Author

• Carla A. McNelly, Iowa State University