Characterization of the Intercultural Bilingual Education Model in Honduras: Pech Language Case

This study analyzes the elements described and implemented in the model of Intercultural Bilingual Education in Honduras that has as a tacit result the revitalization of the Pech language. The investigator applied a qualitative methodology, supported by documentary research through the method of documentary analysis and the collection, processing, and interpretation of educational statistics. Structured interviews were applied to all the informants (16 in total), as well as interviews with principals, teachers, parents, and community leaders. The qualitative data was processed through the transcription of audios. Regarding the results of the structured interviews, the results of the documentary research, and the theory, they were triangulated. Prior to this, the author carried out a documentary investigation, where the documents obtained in the data collection process were taken as a sample. The main results show the breakdown of the intergenerational transmission of the Pech language. Speakers represent 4.19% of the 2,122 that live in the indigenous nucleus where this study was carried out. Gradually, the Pech language has been displaced by the official one, Spanish, at home and at school, work, and public life. Taking into account that Pech language is considered a second language in the Basic National Curriculum, the educational materials that exist are not enough. The bilingual intercultural education model, whose primary function is to revitalize the Pech language and initiate a literacy process for the population, has not yet succeeded. The cultural value that the language has for the Pech is a symbol of identity that has potential for its revitalization.