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

Autores

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

DOI:

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

Palavras-chave:

livros de texto, ensino do inglês, currículo oficial, enfoque sociocultural, México

Resumo

Neste artigo apresentam-se os resultados centrais de uma análise cujo objetivo principal foi determinar a congruência dos livros de texto de inglês que se utilizam nas escolas públicas mexicanas com o enfoque sociocultural proposto no currículo oficial para a área de línguas, em comparação com os textos empregados para o ensino do espanhol em tais escolas. O trabalho fez-se utilizando elementos que, segundo Richards e Rodgers (2009) e Harmer (2009), permitem analisar modelos e enfoques de ensino. Os resultados sugerem que os livros de texto para o ensino de inglês empregados nas escolas públicas de ensino fundamental mexicanas são insuficientemente congruentes com o enfoque sociocultural estipulado na normatividade oficial ao contrário dos utilizados para o ensino do espanhol.

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Biografia do Autor

Elva Nora Pamplon-Irigoyen, Universidad de Sonora

Profesora de tiempo completo, Departamento de Lenguas Extranjeras.

José Luis Ramírez-Romero, Universidad de Sonora

Profesor-investigador, Departamento de Lenguas Extranjeras.

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