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Learning English in Mexico: Perspectives From Mexican Teachers of English,…
Learning English in Mexico: Perspectives From Mexican Teachers of English
Populations
Seventy-six Mexican teachers of English were invited to discuss how they became interested in learning English, how English has affected their lives, and to provide recommendations for others who are interested in learning English.
The majority of teachers were educated in Mexico but five said that much of their formal schooling took place in the US.
Average of 12 years teaching
63% of the respondents learned English in Mexico
26 individuals (34%) noted that their bilingual development was due to living in both Mexico and the US.
One person noted that she learned English in Canada and another said that living in England helped to develop her English proficiency.
70% have had opportunities to visit an English-speaking country.
According to the European Language Passport, teachers in this study averaged 4.9 on listening, 5.0 on reading, 5.0 on spoken interaction,4.9 on spoken production, and 4.8 on writing
Obstacles to learning English
46% of the teachers expressed that their students’ lack of interest, as well as their views on the difficulty of English, limited their progress in acquiring this language.
Sixteen respondents (21%) noted that the teaching of grammar skills rather than emphasis on communicative competence continues to be the focus of the Mexican educational system.
Seven respondents (9%) viewed limited access to English outside of the classroom as the biggest obstacle for Mexican students’ English-language development.
Structural and grammatical differences between English and Spanish causes confusion for Mexican students. Literal translation, issues with pronunciation, spelling, use of slang, and writing are the most prominent obstacles for students learning English.
Six teachers (8%) believed that students with limited economic resources are particularly disadvantaged and have less access to English classes in Mexico.
Three (4%) respondents noted that limited educational preparation for their students was the biggest obstacle to their advancement in English proficiency.
Two (3%) teachers expressed that US policies in Mexico have negatively affected how some students view English. They noted that US actions in Mexico have diminished students’ enthusiasm for learning English.
Teachers recommendations for improving instructions
Forty respondents (60%) emphasized the need for students to be in charge of their own learning
Twenty-four (31%) teachers expressed that language learners need to have a positive view about English.
Nine teachers (12%) expressed that the context in which learning takes place affects students’ learning outcomes.
Some suggested that students need to know the importance of learning English as a tool for upward mobility, and others in this group noted the importance of starting to learn English as early as possible.
Recommendations
Researchers need to explore in much greater detail the educational trajectories of transnational students and the intellectual, social, and linguistic development fostered by these trajectories.
Researchers need to explore both preparation of English teachers in Mexico and the methods and curriculum that are used to teach English in Mexican schools
Find a way to prepare better US ESL and Language Arts teachers to build upon the prior educational experiences of transnational students rather than simply viewing such students as linguistically deficient
Find a way to establish a collaboration between teachers in the US and Mexico so both learn more about the experiences of transnational students and develop better pedagogy for transnational students
Ana Cristina Reyes Vera