Intergenerational memories, migration histories, and the lasting influence of colonial linguistic systems profoundly shape heritage language maintenance in Afro-descendant communities of Central America. This study examines how genealogy functions as a pedagogical tool for sustaining English-based Creole languages among Afro-descendant populations in Costa Rica, Panama, and Belize, three nations linked by Afro-Caribbean migration yet shaped by distinct colonial and educational systems. Drawing on scholarship documenting oral histories, family narratives, and community-based linguistic practices, the study advances a genealogy-as-pedagogy framework to explain how families transmit language, identity, and belonging across generations through ancestral memory, positioning family-based knowledge transmission as curriculum. In Costa Rica and Panama, where Spanish colonial and post-independence language ideologies marginalize English-based Creole varieties, genealogical practices operate as primary mechanisms of linguistic continuity in the absence of sustained institutional support. In Belize, by contrast, British colonial legacies and the national recognition of Belizean Kriol create a distinct sociolinguistic environment in which state institutions, the media, and educational policy reinforce genealogical memory. Through comparative analysis, the study argues for integrating genealogical knowledge into multilingual education, community revitalization initiatives, and heritage language policy to strengthen Afro-descendant linguistic continuity in Costa Rica, Panama, and Belize.
Dianala M. Bernard (Fri,) studied this question.