Bi-/multilingual contexts in Belize and Puerto Rico: qualitative multi-stakeholder perspectives on English in preschool and study abroad

This qualitative study examines the role of English in bi- /multilingual educational contexts in Corozal (Belize) and Puerto Rico through a multi-stakeholder perspective. The study focuses on two selected educational levels: preprimary education in Corozal (Belize) and higher education in Puerto Rico. Data were collected through an asynchronous written interview administered to parents (n. 5) who enroll their children in bilingual preprimary schools in the Corozal district of Belize, and through oral semi-structured interviews with Italian university students (n. 5) participating in Study Abroad (SA) programmes in Puerto Rico. The analysis explores stakeholders’ beliefs, expectations and lived experiences of bilingualism, with particular attention to the perceived functions and value of English across educational and social domains. The coexistence of Spanish and English across both contexts ultimately emerges as generally positive and enabling condition that can sustain multilingual agency across the lifespan, supporting identity negotiation and access to opportunities, while also reflecting the influence of contextual factors such as institutional practices, generational differences, and local language ideologies on how languages are used and valued.