Abstract:RESUMO: O propósito deste artigo é apresentar e discutir a práxica docente crítica dos/as estudantes-docentes do projeto de pesquisa etnográfica e pesquisa-ação realizado com crianças de nível primário numa comunidade indígena de Oaxaca, México. Após apresentar um breve resumo da situação atual dos indígenas e os seus idiomas no México, é apresentado o projeto geral do qual fez parte a práxica docente dos estudantes-docentes, seus princípios teóricos e metodologia de pesquisa. Mais tarde, é desenvolvido um ret… Show more
“…Imposition that has been driven, enhanced, or promoted by the major English speaking world powers through various mechanisms such as the aforementioned training programs, the design of official textbooks by American or British publishers, their participation as consultants or designers in the creation of new programs or frameworks, and the participation of foreign "experts" in the evaluation of the programs. Similar criticisms have been leveled by Clemente et al (2006) and López-Gopar (2013 who advocate for a greater appreciation of Mexican linguistic and cultural diversity where multilingualism and interculturalism are seen as positive and valuable.…”
Section: Area: Status Of English Programmentioning
The national English program in Mexico was formally launched in 2009. The new program supplanted various state programs, and aimed to create a coherent, uniform curriculum that extended English instruction to all public school students across the country. The article describes the development, evolution, and changes as the program was piloted and implemented. The authors synthesize various sources to identify the accomplishments of the program and the challenges that remain. They argue that a main concern, from a policy perspective, is that the program has not been conceptualized as part of a broader coherent language education policy, and that the program has been implemented not as an education policy, but as a series administrative and fiscal actions. Hence, while the program has succeeded in expanding access to English in public schools, it has not had continuity and has been characterized by inconsistency and change.
“…Imposition that has been driven, enhanced, or promoted by the major English speaking world powers through various mechanisms such as the aforementioned training programs, the design of official textbooks by American or British publishers, their participation as consultants or designers in the creation of new programs or frameworks, and the participation of foreign "experts" in the evaluation of the programs. Similar criticisms have been leveled by Clemente et al (2006) and López-Gopar (2013 who advocate for a greater appreciation of Mexican linguistic and cultural diversity where multilingualism and interculturalism are seen as positive and valuable.…”
Section: Area: Status Of English Programmentioning
The national English program in Mexico was formally launched in 2009. The new program supplanted various state programs, and aimed to create a coherent, uniform curriculum that extended English instruction to all public school students across the country. The article describes the development, evolution, and changes as the program was piloted and implemented. The authors synthesize various sources to identify the accomplishments of the program and the challenges that remain. They argue that a main concern, from a policy perspective, is that the program has not been conceptualized as part of a broader coherent language education policy, and that the program has been implemented not as an education policy, but as a series administrative and fiscal actions. Hence, while the program has succeeded in expanding access to English in public schools, it has not had continuity and has been characterized by inconsistency and change.
“…Pedagogía crítica. Sobre esta área de investigación López-Gopar (2015), en un proyecto de etnografía e investigación-acción que tenía por objetivo enseñar el idioma inglés en un contexto comunitario indígena, realiza tres aportaciones importantes para la enseñanza del idioma inglés: el respeto a las prácticas indígenas de las comunidades, una práctica docente basada en la vida y contexto de las y los estudiantes, y crear autores de textos de identidad en la práctica docente.…”
Section: Resultados Centrales De Las Investigacionesunclassified
En esta obra se expone y analiza el estado del conocimiento del campo de las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México del período 2012-2021: su producción, autores, rasgos contextuales y problemáticas más sobresalientes, hallazgos centrales, evolución y tendencias tanto a nivel nacional como por entidades federativas, así como la metodología seguida en su elaboración. En su realización participaron cerca de 150 investigadores e investigadoras de 28 estados del país adscritos a 34 instituciones de educación superior, quienes en conjunto recolectaron y analizaron 879 trabajos. Dada la cobertura y profundidad lograda mediante la colaboración de este nutrido número de investigadores, el libro se configura como una lectura ampliamente recomendada para los especialistas en la enseñanza y el aprendizaje de las lenguas extranjeras; para los estudiantes de licenciatura y posgrado que se forman para desempeñarse en dicho campo y para los tomadores de decisiones responsables de la formulación de políticas y programas relacionados con el mismo. De igual manera, se espera que la información que aquí se expone aporte elementos útiles y confiables y contribuya a la toma de decisiones de directivos, maestros, formadores de maestros y padres de familia en torno a una diversidad de asuntos relacionados con la enseñanza y el aprendizaje de las lenguas extranjeras, de forma tal que coadyuve a que dicha enseñanza sea más acorde a las necesidades y características de los alumnos mexicanos.
“…Relying on the local culture strengthens identities and facilitates EFL learning in indigenous students (Basalama, 2018; Jaraba & Arrieta, 2012; López‐Gopar, 2013, 2014). Christian retold us about the significance of knowing their students’ culture: When you teach Aymara students, it's your responsibility to learn what they know.…”
Section: Findings and Discussionmentioning
confidence: 99%
“…Our study also highlights the potential for revitalizing indigenous languages that EFL teachers’ practices may have despite their limited knowledge of the best strategies, as Obiero (2010) noted. Contrarily to Jaraba and Araba (2012) and López‐Gopar (2013, 2014), who implemented targeted pedagogical methods that integrated cultural artifacts and intercultural teaching practices, this study elucidates teachers’ practices based on their ideologies, beliefs, and everyday routine, that is, they were not part of intervention plans. This provides insight into how teachers are working toward revitalization with indigenous students in Chile.…”
Section: Discussionmentioning
confidence: 99%
“…López- Gopar's (2013Gopar's ( , 2014 works have delivered significant knowledge on teaching English to indigenous students regarding pedagogical, didactic, and assessment aspects. López-Gopar, in response to the English programs being poorly connected to the local indigenous communities in Oaxaca, Mexico, used a model called praxicum.…”
Section: Practices In the Teaching Of Efl To Indigenous Groupsmentioning
Under the premise that revitalization can be attained through multi‐, inter‐, or transdisciplinary fields, this article posits that teaching English as a foreign language (EFL) can aid in revitalizing the Aymara, an indigenous community in Northern Chile, to avoid their cultural and linguistic extinction. This qualitative study explored how EFL teachers’ practices can contribute to revitalizing the Aymara culture and language in schools located in Northern Chile. Ten teachers participated in individual semi‐structured online synchronous interviews and a group interview. The findings revealed two types of practices: (a) non‐intercultural teaching practices that were mediated by personal, educational, and institutional factors, and (b) approximations of intercultural teaching practices where the teachers valued and included Aymara culture, yet they did not generate spaces for intercultural dialog in the classrooms. The study concludes that the approximations of intercultural teaching practices contribute to an initial stage in revitalizing indigenous languages and culture, an implication that should be considered valuable in teacher education programs and the EFL classroom.
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