The Teaching of English in Public Primary Schools in Mexico: More Heat than Light?

Autor/inn/en	Ramírez-Romero, José Luis; Sayer, Peter
Titel	The Teaching of English in Public Primary Schools in Mexico: More Heat than Light?
Quelle	In: Education Policy Analysis Archives, 24 (2016) 84, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Second Language Instruction; English (Second Language); Program Development; Program Effectiveness; Public Schools; Program Implementation; National Programs; Elementary Schools; Educational History; Technology Uses in Education; Educational Technology; Educational Policy; Teacher Qualifications; Teacher Education; Teaching Conditions; Mexico + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Programmplanung; Public school; Öffentliche Schule; nicht übertragen; Elementary school; Grundschule; Volksschule; History of education; Bildungsgeschichte; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Politics of education; Bildungspolitik; Lehrqualifikation; Lehrerausbildung; Lehrerbildung; Lehrbedingungen; Unterrichtsbedingungen; Mexiko
Abstract	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. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01