Teaching English critically to Mexican children

López-Gopar, Mario E.

doi:10.1093/elt/ccu017

Cited by 27 publications

(17 citation statements)

References 3 publications

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“…La peculiaridad de este proyecto radica en el trabajo con tres tipos de sujetos importantes para el desarrollo de los procesos de E-A del idioma inglés: estu diantes indígenas y mestizos de educación básica, docentes del idioma inglés en formación y docentes del idioma inglés en escuelas rurales y semiurbanas. López-Gopar (2014) da cuenta de cómo la creación de ambientes de aprendizaje multilingües brinda posibilidades para que los estudiantes indígenas y mestizos se empoderen dentro de una dinámica positiva y comunitaria, para lo cual el lenguaje, el arte y la cultura son los medios que permiten apreciar su propia percepción como miembros de una comunidad indígena.…”

Section: Resultados Centrales De Las Investigacionesunclassified

Las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México (2012-2021)

Romero¹,

Cruz²,

Roux³

et al. 2022

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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.

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Section: Resultados Centrales De Las Investigacionesunclassified

Las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México (2012-2021)

Romero¹,

Cruz²,

Roux³

et al. 2022

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“…Eight studies in this category were designed with the intention of using research to prepare preservice teachers for work in urban schools with racially diverse learners [16,23,24,27,40,49,80,97]. Others were designed to support groups of students such as English Learners who primarily spoke other languages [18,31,52,54,70,87] or low-socioeconomic-status rural students [64]. In some studies, the political dimensions of teaching were accessed through research involving caregivers.…”

Section: Political Facets Of Teachers' Researchmentioning

confidence: 99%

“…Lazar found that some preservice teachers began the program with fixed ideas about families' lack of commitment to education, while others took more of a curious, inquiring stance, both groups of preservice teachers became more responsive and recognized more of their students' families' strengths throughout the experience. In Lopez-Gopar's [52] study of English language student teachers in Oaxaca, Mexico, preservice teachers participated in critical ethnographic action research projects involving interviews with cooperating teachers, K-12 students, and school administrators about their views regarding English, Spanish, and Indigenous languages. The preservice teachers became more appreciative toward linguistic diversity over time, but perhaps more interestingly, as the K-12 students became aware of the focus of the preservice teachers' research, they began to shift their views to become more appreciative toward their peers' use of Indigenous languages.…”

Section: Political Facets Of Teachers' Researchmentioning

confidence: 99%

Preparing Practice-Based Researchers for Diverse Classrooms: A Pathway for Teacher Education

Lammert¹

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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Twenty-first century educators are faced with new dilemmas, as well as new opportunities. In response to the increasing racial, cultural, and linguistic diversity of students, some school districts and states have implemented policies mandating particular curriculum. However, evidence increasingly shows that teachers who are effective in diverse classrooms are adaptive and responsive rather than strictly adhering to scripted curriculum. One proposed solution is preparation to conduct practice-based research as part of teaching. Practice-based research is a method of studying ones’ own teaching that draws on action research, design-development research, and transformative research. As a method through which teachers define questions, explore solutions, and share successes in professional communities, practice-based research holds tremendous potential to support teachers in diverse classrooms as they work to teach in culturally sustaining ways despite external pressures. This chapter begins with the history of action research and the tradition of teachers conducting research on their practice. Then, examples of practice-based research in literacy teacher education settings from a review of the research literature are provided to demonstrate the challenges, opportunities, and design features for this work. The chapter concludes with recommendations for teacher education policies, for teacher educators, and for practice.

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“…While still a fledgling phenomenon as it remains, however, a new set of research tools have begun to emerge for undertaking research on children's English language learning (Copland & Garton, 2014). In this line, one of the mainstream applied linguistics publications, ELT Journal, published a Special Issue focusing on pre-/primary-school learners in 2014 and introduced a number of innovative research methods (Besser & Chik, 2014;López-Gopar, 2014). This perspective shift from a paternalistic approach has recently been promoted by child-centered SLA researchers such as Kuchah, Pinter and Zandian, who suggest using various participatory activities and engaging children's participation in developing research instruments such as questionnaires, interview questions or activities.…”

Section: Paradigm Shift In Child Slamentioning

confidence: 99%

‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play

Park

2015

SISAL

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The main theme of this article is examining the active role that young English language learners (ELLs) play in making important choices that affect their own language learning and research participation. I will consider the growing emphasis in child Second Language Acquisition (SLA) on the importance of exploring children’s perspectives about their participation in research and English language development as a second language. The first part of this article discusses the new paradigm in child SLA, which takes note of the voices of young children in research rather than overlooks their agency in favor of an adult perspective, while the second part describes an exploratory case study of a 5-year-old Korean-English learner and illustrates how a very young ELL makes decisions as an active research participant in engaging English storybooks as self-access resources in the child’s spontaneous play at home.

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Teaching English critically to Mexican children

Cited by 27 publications

References 3 publications

Las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México (2012-2021)

Las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México (2012-2021)

Preparing Practice-Based Researchers for Diverse Classrooms: A Pathway for Teacher Education

‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play

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