Textbooks for English language teaching in public primary schools in Mexico and their correspondence with the official curricular approach

Elva Nora Pamplon-Irigoyen; José Luis Ramírez-Romero

doi:10.17533/udea.ikala.v23n01a10

Authors

Elva Nora Pamplon-Irigoyen University of Sonora https://orcid.org/0000-0002-4677-9107
José Luis Ramírez-Romero University of Sonora https://orcid.org/0000-0002-7027-1733

DOI:

https://doi.org/10.17533/udea.ikala.v23n01a10

Keywords:

textbooks, English teaching as a foreign language, sociocultural approach, public primary schools, education in Mexico

Abstract

This article presents findings from an analysis of textbooks used to teach English in public primary schools in Mexico. The analysis, which was part of a broader qualitative research study, focused on comparing the methodology used in the English and the Spanish course books that are part of the language area of the curriculum and share a sociocultural teaching approach. For this purpose, guidelines were defined using some of the elements which according to Richards & Rodgers (2009) characterize language teaching methods and approaches. The findings suggest that the textbooks used to teach English in the public primary schools do not adequately support or align with the sociocultural framework that is required by the official curriculum, in comparison to the Spanish textbooks. Based on this analysis, the article concludes with some considerations and recommendations about this topic and the professional development of the English teachers.

|Abstract

= 2022 veces | PDF (ESPAÑOL (ESPAÑA))

= 893 veces| | HTML (ESPAÑOL (ESPAÑA))

= 73 veces|

Downloads

Download data is not yet available.

Author Biographies

Elva Nora Pamplon-Irigoyen, University of Sonora

Profesora de tiempo completo, Departamento de Lenguas Extranjeras.

José Luis Ramírez-Romero, University of Sonora

Profesor-investigador, Departamento de Lenguas Extranjeras.

References

Almeida, R. (2016). ELT in Brazilian public schools: History, challenges, new experiences and perspectives. Education Policy Analysis Archives, 24 (81). doi:http://dx.doi.org/10.14507/epaa.24.2473

Barahona, M. (2016). Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country. Education Policy Analysis Archives, 24 (82). doi:http://dx.doi.org/10.14507/epaa.24.2448

Castañedo, M., & Davies, P. (2004). Public primary English language teaching in México. Obtenido de British Council Mexico: http://www.britishcouncil.org/mexico.htm

Castro, E. (2013). A pedagogical evaluation of textbooks used in México’s NEPBE. Mextesol Journal, 37(3).

Correa, D., & González, A. (2016). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. education policy analysis archives, 24(83). doi:http://dx.doi.org/10.14507/epaa.24.2459

Curtain, H. y Dahlberg, C.A. (2010). Language and children: Making the match. New York, NY: Pearson Allyn & Bacon.

Díaz Barriga Arceo, F. (2006). Enseñanza situada:Vínculo entre la escuela y la vida. México D.F: McGraw Hill Interamericana.

Harmer, J. (2009). The Practice of English Language Teaching.

Harlow, Essex: Pearson Education Limited.

Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge Taylor & Francis Group.

Knoll, M. (1997). “The project method; Its vocational education origin and international development. Journal of Industrial Teacher Education, 34(3), pp. 59-80.

Lantolf, J. y Poehner, M. (2008). Sociocultural theory and the teaching of second languages. Londres:Equinox.

Leont’ev, A. (1981). Psychology and the language learning process. London, UK: Pergamon.

Luria, A. (1982). Language and cognition. New York, NY: John Wiley & Sons.

Lengeling, M., Mora, I. y Barrios B. L. (2017). Teacher socialization of EFL teachers at public school levels in central Mexico. PROFILE Issues in Teachers’ Professional Development.

Lengeling, M. Mora, I., Buenaventura, Z., Arredondo, M.E., Carrillo, K.L., Ortega, E. Careto, C. (2013). Materials and Teaching in the National English Program in Basic Education: Teachers’ Perspectives. MEXTESOL Journal, 37(3).

Nunan, D. (2010). Teaching English to Young Learners. Anaheim, CA: Anaheim University Press.

Pamplón, E. N. y Villalobos, L. M. (2015). Las prácticas docentes en los programas de enseñanza del inglés en Primarias Públicas. En J. L.

Ramírez-Romero (ed.). La enseñanza del inglés en primarias mexicanas. PEARSON-Universidad de Sonora.

Pamplón Irigoyen, E. N., y Ramírez Romero, J. L. (2013). The implementation of the PNIEB’s language teaching methodology in schools in Sonora. Mextesol Journal, 37(3), 1-14.

Ramírez-Romero J. L. (2000). “Usos y Funciones de los Recursos y Materiales Educativos en la Enseñanza del Inglés como Segunda Lengua”. Mextesol Journal, 23(4), 11-18.

Ramírez-Romero, J. L. (2015). Descripción de los programas para la enseñanza del inglés de las primarias públicas mexicanas. En J. L.

Ramírez-Romero (ed.), La enseñanza del inglés en primarias mexicanas. PEARSON-Universidad de Sonora.

Ramírez-Romero J. L. y Sayer, P. (2016). The teaching of English in public primary schools in Mexico: more heat than light? Education Policy Analysis Archives, Special Issue English Language Teaching in Public Primary Schools in Latin America, 24(84), 1-22.

Ramírez Romero, J. L., Sayer, P. y Pamplon Irigoyen, E. N. (2014). English language teaching in public primary schools in Mexico: the practices and challenges of implementing a national education program. International Journal of Qualitative Studies in Education (QSE), 27(8), 1020-1043.

Richards, J. y Rodgers, T. S. (2009). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Sayer, P. (2015). Expanding global language education in public primary schools: the national English programme in Mexico. Language, Culture and Curriculum, 28(3), 257-275.

Swain, M.; Kinnear, P. y Steinman, L. (2011). Sociocultural Theory in Second Language Education. New York: Multilingual Matters.

Secretaría de Educación Pública (SEP). (2011). Programa Nacional de Inglés en Educacion Basica. México: SEP.

Secretaría de Educación Pública (SEP). (2016). Propuesta de Modelo Educativo para la Educación Obligatoria. México: SEP.

Sun, Y. (2014). Major trends in the global EFLT field: A Non-native English Speaking Professional Perspective. Language Education in Asia, 5(1), 7-19.

Vygotsky, L. (1978). Mind in society. Cambridge, MA: MIT Press (Traducción al inglés de la versión original en ruso, publicado en 1934).

Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge MA: Harvard University Press.

Zabala, A., y Arnaud, J. (2007). Ideas clave. Cómo aprender y enseñar competencias. Barcelona: Graó.