THE EFFECT OF LANGUAGE BARRIERS ON EDUCATIONAL ACHIEVEMENT AMONGST INDIGENOUS STUDENTS IN HONDURAS AND STRATEGIES TO IMPROVE THEIR LEARNING OUTCOMES

Abstract

This research examines the impact of language barriers on educational achievement among indigenous students in Honduras and proposes strategies to improve learning outcomes. In a country known for its cultural and linguistic diversity, the predominance of Spanish in the education system presents significant challenges for indigenous students who primarily speak native languages. These barriers contribute to lower academic performance, higher dropout rates, and a weakening of cultural identity. This paper advocates for bilingual and intercultural education programs as essential solutions, emphasizing instruction in both indigenous languages and Spanish to support comprehension, retention, and cultural preservation. Key components include effective teacher training, active community involvement, and the creation of culturally relevant curricula. Case studies of successful bilingual education initiatives highlight the importance of resource allocation and community support. Policy recommendations involve increasing resources, fostering community engagement, providing comprehensive teacher training, developing inclusive curricula, and implementing rigorous monitoring processes. By recognizing and incorporating linguistic and cultural diversity, Honduras can promote equity, inclusion, and improved educational outcomes within its education system.