EFL in Public Schools in Mexico: Dancing Around the Ring?

Main Article Content

Nora M. Basurto Santos
Jolene R. Gregory Weathers

Abstract

The teaching and learning of English as a foreign language has a long tradition within the Mexican public education system. Unfortunately, this endeavor has been unsuccessful for the most part throughout the country. In this paper, we share and compare the results of two studies, ten years apart, whose data collections were carried out in very similar contexts. Both studies looked at what is happening in practice from the teachers’ perspectives. Class observation, interviews, and official documents were important sources of information. We conclude that even though there has been ten years between these two studies there seem to be no changes that could enhance the teaching and learning of English as a foreign language in public schools.

Article Details

How to Cite
Basurto Santos, N. M., & Gregory Weathers, J. R. (2016). EFL in Public Schools in Mexico: Dancing Around the Ring?. HOW, 23(1), 68–84. https://doi.org/10.19183/how.23.1.297
Section
Research Reports
Author Biographies

Nora M. Basurto Santos, Universidad Veracruzana

Nora M. Basurto Santos holds a PhD in ELT and Applied Linguistics from Warwick University in England. She is a full-time researcher at the Universidad Veracruzana, Mexico, where she teachers in the undergraduate and postgraduate programs in English as Foreign Language and Applied Linguistics.

Jolene R. Gregory Weathers, Universidad Veracruzana

Jolene R. Gregory Weathers holds a BA in Biology/Pre-med from Colorado State University (USA). She has 15 years of classroom experience in teaching EFL in Mexico. Currently, she is studying for a Master’s in Teaching English as a Foreign Language at Universidad Veracruzana (Mexico).

References

Askell-Williams, H., & Murray-Harvey, R. (2013). Did that professional education about mental health promotion make any difference? Early childhood educators’ reflections upon changes in their knowledge and practices. Australian Journal of Guidance and Counselling, 23(2), 201-221. http://dx.doi.org/10.1017/jgc.2013.19.

Baldauf, R. B. (2005). Language planning and policy research: An overview. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 957-970). London, UK: Routledge.

Baldauf, R. B., & Kaplan, R. B. (2005). Language-in-education policy and planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1013-1034). London, UK: Routledge.

Basurto Santos, N. M. (2010). Transition in EFL from secondary to preparatory in Mexican state schools: Participant perspectives. Xalapa, MX: Universidad Veracruzana.

Bourgeault, I. L. (2012). Critical issues in the funding of qualitative research. Journal of Ethnographic and Qualitative Research, 7(1), 1-7.

Brinkmann, S., & Kvale, S. (2009). InterViews: Learning the craft of qualitative research interviewing. Thousand Oaks, CA: Sage.

Cárdenas Ramos, R., & Hernández Gaviria, F. (2012). Opportunity to teach and learn standards: Colombian teachers’ perspectives. PROFILE Issues in Teachers’ Professional Development, 14(2), 77-94.

Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education (7th ed.). London, UK: Routledge Falmer.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2003). The landscape of qualitative research: Theories and issues (2nd ed.). Thousand Oaks, CA: Sage.

Flick, U. (2014). An introduction to qualitative research (5th ed.). London, UK: Sage.

Fox, D. (2014, March/April). Observations: Ensuring quality instructional strategies. Leadership, 28-34.

Galton, M., Gray, J., & Rudduck, J. (2003). Transfer and transition in the middle years of schooling (7-14): Continuities and discontinuities in learning (Research Report 443). Retrieved from http://www.lotc.org.uk/wp-content/uploads/2010/12/DfES-Research-Report-RR443-2003.pdf.

Gillham, B. (2000). Case study research methods. London, UK: Continuum.

Gillies, J., & Jester Quijada, J. (2008). Opportunity to learn: A high impact strategy for improving educational outcomes in developing countries (Working paper). Washington, DC: EQUIP2

Glass, G. V., Cahen, L. S., Lee Smith, M., & Filby, N. N. (1982). School class size: Research and policy. London, UK: Sage.

Gomm, R., Hammersley, M., & Foster, P. (Eds.). (2000). Case study method. London, UK: Sage.

González, A. (2009). On alternative and additional certifications in English language teaching: The case of Colombian EFL teachers’ professional development. Íkala, Revista de Lenguaje y Cultura, 14(22), 183-209.

González Robles, R. O., Vivaldo Lima, J., Castillo Morales, A. (2004). Competencia lingüística en inglés de estudiantes de primer ingreso a instituciones de educación superior [Linguistic competence in the English language of students entering university for the first time]. Mexico DF, MX: ANUIES.

Goodson, I. (1988). The making of curriculum: Collected essays (2nd ed.). London, UK: The Falmer Press.

Haque, E., & Cray, E. (2007). Constraining teachers: Adult ESL settlement language training policy and implementation. TESOL Quarterly, 41(3), 634-642. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00096.x.

Hodder, I. (2000). The interpretation of documents and material culture. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 703-715). Thousand Oaks, CA: Sage.

Li, D. F. (1998). It’s always more difficult than you plan and imagine: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. http://dx.doi.org/10.2307/3588000.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613. http://dx.doi.org/10.2307/3588214.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. http://dx.doi.org/10.3102/0034654311413609.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). London, UK: Sage.

Peng, N. (2007). Strategies in teaching English to large classes in the universities. US-China Education Review, 4(1), 66-69.

Prapaisit de Segovia, L., & Hardison, D. M. (2009). Implementing education reform: EFL teachers’ perspectives. ELT Journal, 63(2), 154-162. http://dx.doi.org/10.1093/elt/ccn024.

Prior, L. (2003). Using documents in social research. London, UK: Sage.

Richards, K. (2003). Qualitative inquiry in TESOL. London, UK: Palgrave. http://dx.doi.org/10.1057/9780230505056.

Rubin, H. J., & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data. London, UK: Sage.

Sarwar, Z. (2001). Adapting individualization techniques for large classes. In D. R. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 127-136). London, UK: The Open University.

Secretaría de Educación Pública, SEP. (2006). Educación Básica. Secundaria. Lengua Extranjera. Inglés. Programas de estudio 2006. Mexico City, MX: Author. Retrieved from http://www.curriculobasica.sep.gob.mx/pdf/pnieb/pe_ingles_2006.pdf.

Silver, R. E., & Skuja Steele, R. (2005). Priorities in English language education policy and classroom implementation. Language Policy, 4(1), 107-128. http://dx.doi.org/10.1007/s10993-004-6567-1.

Stake, R. E. (1995). The art of case study research. London, UK: Sage.

Stake, R. E. (2003). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 134-164). London, UK: Sage.

VanTassel-Baska, J., Avery, L., Struck, J., Feng, A., Bracken, B., Drummond, D., & Stambaugh, T. (2003). The William and Mary classroom observation scales revised. Williamsburg, VA: The College of William and Mary School of Education Center for Gifted Education. Retrieved from http://education.wm.edu/centers/cfge/_documents/research/athena/cosrform.pdf

Wedell, M. (2008). Developing a capacity to make “English for Everyone” worthwhile: Reconsidering outcomes and how to start achieving them. International Journal of Educational Development, 28(6), 628-639. http://dx.doi.org/10.1016/j.ijedudev.2007.08.002.

Zappa-Hollman, S. (2007). EFL in Argentina’s schools: Teachers’ perspectives on policy changes and instruction. TESOL Quarterly, 41(3), 618-625. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00094.x.