Educators Document Best Practices in English Language Teaching in Honduras

English language teaching in Honduras faces particular challenges, including limited resources, high teacher turnover, and widely varying school environments. Through a collaborative autoethnographic exercise, two Honduran educators documented the practices they developed throughout their careers, drawing from their own classroom experiences to respond to these challenges.

The work was co-authored by Professor Juana Espinoza de Ayestas of Zamorano’s Department of General Education, in collaboration with Professor Grazzia Mendoza of the University of Wisconsin–Madison. It is included in the book English Language Teacher Education in Latin America: Autoethnographic InsightsThe chapter describes how the authors used their accumulated experience to build an approach based on three components: teacher training, mentorship, and the development of communities of practice among English teachers in public and private schools throughout the country.

The findings offer a perspective that is uncommon in academic literature: teachers themselves narrating and systematizing what they have learned through their daily practice, with the potential to inspire similar approaches in other educational contexts across the region.