1,293
Views
16
CrossRef citations to date
0
Altmetric
Articles

Expanding global language education in public primary schools: the national English programme in Mexico

Pages 257-275 | Received 02 Feb 2015, Accepted 10 Sep 2015, Published online: 03 Nov 2015

References

  • Ali, N. L., Hamid, M. O., & Moni, K. (2011). English in primary education in Malaysia: Policies, outcomes and stakeholders’ lived experiences. Current Issues in Language Planning, 12(2), 147–166. doi: 10.1080/14664208.2011.584371
  • Block, D., Gray, J., & Holborow, M. (2012). Neoliberalism and applied linguistics. New York, NY: Routledge.
  • Bruthiaux, P. (2002). Hold your courses: Language education, language choice, and economic development. TESOL Quarterly, 36(3), 275–296. doi: 10.2307/3588414
  • Cameron, D. (2002). Globalization and the teaching of ‘communicative skills’. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 67–82). London: Routledge.
  • Cárdenas, R., & Miranda, N. (2014). Implementación del Programa Nacional de Bilingüismo en Colombia: Un balance intermedio. Educación y Educadores, 17(1), 51–67. doi: 10.5294/edu.2014.17.1.3
  • Castro, E. (2013). A pedagogical evaluation of textbooks used in Mexico's National English Program. Mextesol Journal, 37(3), 1–21.
  • Cha, Y.-K., & Ham, S.-H. (2008). The impact of English on the school curriculum. In B. Spolsky & F. M. Hult (Eds.), The handbook of educational linguistics (pp. 313–327). Malden, MA: Wiley-Blackwell.
  • Clayton, T. (2006). Language choice in a nation under transition: English language spread in Cambodia. New York, NY: Springer.
  • Clemente, Á. (2007). English as cultural capital in the Oaxacan community of Mexico. TESOL Quarterly, 41(2), 421–425. doi: 10.1002/j.1545-7249.2007.tb00074.x
  • Clemente, Á., & Higgins, M. (2008). Performing English with a postcolonial accent: Ethnographic narratives from Mexico. London: Tufnell Press.
  • Council of Europe. (2001). Common European Framework of Reference for languages. Cambridge: Cambridge University Press.
  • Education First. (2012). EF English proficiency index 2012. Retrieved May 29, 2013, from www.ef.com/epi
  • Elgün-Gündüz, Z., Akcan, S., & Bayyurt, Y. (2012). Isolated form-focused instruction and integrated form-focused instruction in primary school English classrooms in Turkey. Language, Culture and Curriculum, 25(2), 157–171. doi: 10.1080/07908318.2012.683008
  • Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., & Lugo-Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo: Colombia bilingüe. Educación y Educadores, 15(3), 363–381. doi: 10.5294/edu.2012.15.3.2
  • Gee, J. P., Hull, G., & Lankshear, C. (1996). The new work order: Behind the language of the New Capitalism. Boulder, CO: Westview Press.
  • Grin, F. (2001). English as economic value: Facts and fallacies. World Englishes, 20(1), 65–78. doi: 10.1111/1467-971X.00196
  • Grin, F. (2008). The economics of language education. In S. May & N. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.), volume 1: Language policy and political issues in education (pp. 83–94). New York, NY: Springer.
  • Hamid, M. O. (2010). Globalisation, English for everyone and English teacher capacity: Language policy discourses and realities in Bangladesh. Current Issues in Language Planning, 11(4), 289–310. doi: 10.1080/14664208.2011.532621
  • Hamid, M. O., & Honan, E. (2012). Communicative English in the primary classroom: Implications for English-in-education policy and practice in Bangladesh. Language, Culture and Curriculum, 25(2), 139–156.
  • Hardman, J., & A-Rahman, N. (2014). Teachers and the implementation of a new English curriculum in Malaysia. Language, Culture and Curriculum, 27(3), 260–277. doi: 10.1080/07908318.2014.980826
  • Herazo Rivera, J. D., Rodríguez, S. J., & Arellano, D. L. (2012). Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilingüismo. Íkala: Revista de lenguaje y cultura, 17(2), 199–213.
  • Hopkins, D., Ahtaridou, E., Matthews, P., & Posner, C. (2007). An analysis of the Mexican school system in light of PISA 2006. London: London Centre for Leadership in Learning, University of London.
  • INEGI [National Institute of Statistics, Geography and Information]. (2010). Censo de población y vivienda 2010 [Population and housing census for 2010]. Retrieved October 13, 2015, from http://www3.inegi.org.mx/sistemas/temas/default.aspx?s=est&c=19004.
  • Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 31–42). Reading: Garnet Education.
  • Kaplan, R., Baldauf, R. B., & Kamwangamalu, N. (2011). Why educational language plan sometimes fail. Current Issues in Language Planning, 12(2), 105–124. doi: 10.1080/14664208.2011.591716
  • Kearney, A. T. (2011). Offshoring opportunities amid economic turbulence. Report synopsis. Retrieved May 29, 2013, from https://www.atkearney.com/gbpc/global-services-location-index
  • Matear, A. (2008). English language learning and education policy in Chile: Can English really open doors for all? Asia Pacific Journal of Education, 28(2), 131–147. doi: 10.1080/02188790802036679
  • Mathew, R. (2012). Young learner English language and implementation: A view from India. In B. Spolsky & Y. Moon (Eds.), Primary school English-language education in Asia (pp. 83–105). New York, NY: Routledge.
  • Mejía, A. M. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, 8, 152–168.
  • Mufwene, S. (2010). Globalization, global English and world English(es): Myths and facts. In N. Coupland (Ed.), The handbook of language and globalization (pp. 31–55). Malden, MA: Wiley-Blackwell.
  • Nguyen, H. T. M. (2011). Primary English language education policy in Vietnam: Insights from implementation. Current Issues in Language Planning, 12(2), 225–249. doi: 10.1080/14664208.2011.597048
  • Niño-Murcia, M. (2003). ‘English is like the dollar’: Hard currency ideology and the status of English in Peru. World Englishes, 22(2), 121–141. doi: 10.1111/1467-971X.00283
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589–613. doi: 10.2307/3588214
  • Pamplon Irigoyen, A. N. (2012). La enseñanza del inglés en las primarias públicas en México: Un estudio sobre la metodología de la enseñanza [ The teaching of English in public primary schools in Mexico: A study of teaching methodology]. Unpublished doctoral dissertation. Hermosillo: La Universidad de Sonora.
  • Perales Escudero, M. D., Reyes Cruz, M., & Murrieta Loyo, G. (2012). The English in public elementary schools program of a Mexican state: A critical, exploratory study. Current Issues in Language Planning, 13(4), 267–283. doi: 10.1080/14664208.2012.722599
  • Peterson, E., Gott, J., & King, S. (2011). Offshoring opportunities amid economic turbulence, the A.T. Kearney global services location index. Retrieved May 29, 2013, from https://www.atkearney.com/documents/10192/f062cfd8-ee98-4312-ae4f-0439afc10880
  • Phillipson, R. (2000). English in the new world order: Variations on a theme of linguistic imperialism and ‘world’ English. In T. Ricento (Ed.), Ideologies, politics, and language policies: Focus on English (pp. 87–106). Philadelphia: John Benjamins.
  • Ramírez Romero, J. L., Sayer, P., & Pamplón Irigoyen, E. N. (2014). English language teaching in public primary schools in Mexico: The practices and challenges of implementing a national language education program. International Journal of Qualitative Studies in Education, 27(8), 1020–1043. doi: 10.1080/09518398.2014.924638
  • Reyes Cruz, M., Murrieta Loyo, G., & Hernández Méndez, E. (2011). Políticas lingüísticas nacionales e internacionales sobre la enseñanza del inglés en escuelas primarias [National and international language policies on English in primary schools]. Revista Pueblos y Fronteras Digital, 6(12), 167–197.
  • Ricento, T. (2012). Political economy and English as a ‘global’ language. Critica l Multilingualism Studies, 1(1), 31–56.
  • Ricento, T. (2013, March). ‘ English’ as a global lingua franca? Paper presented at the American Association of Applied Linguistics (AAAL 2013), Dallas, TX.
  • Rui, T., & Chew, P. G. (2013). Pedagogical use of two languages in a Chinese elementary school. Language, Culture and Curriculum, 26(3), 317–331. doi: 10.1080/07908318.2013.853771
  • Sayer, P. (2010). Using the linguistic landscape as a pedagogical resource. ELT Journal, 64(2), 143–154. doi: 10.1093/elt/ccp051
  • Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. London: Routledge.
  • Sayer, P. (2015). ‘More & earlier’: Neoliberalism and primary English education in Mexican public schools. L2 Journal, 7(3), 40–56.
  • Sayer, P., & López Gopar, M. (2015). Language education in Mexico: Access, equity, and ideology. In W. Wright, O. Garcia, & S. Boun (Eds.), The handbook of bilingual and multilingual education (pp. 576–589). Malden, MA: Wiley-Blackwell.
  • Secretaria de Educación Pública [Ministry of Public Education]. (2010). Programa nacional de inglés en educación básica (PNIEB): Fundamentos curriculares de asignatura estatal lengua adicional. Retrieved May 29, 2013, from http://pnieb.net/documentos/index.html
  • Secretaria de Educación Pública [Ministry of Public Education]. (2011). Acuerdo 592, por el que se establece la articulación de la educación básicoa. [Accord 592, which establishes the articulation of basic education]. Retrieved May 29, 2013, from http://basica.sep.gob.mx/seb2010/pdf/destacado/Acuerdo_592.pdf
  • Sierra, A. M., & Padilla, A. (2003). United States’ hegemony and purposes for learning English in Mexico. In P. Ryan & R. Terborg (Eds.), Language: Issues of inequality (pp. 215–232). Mexico City: UNAM.
  • Terborg, R., Garcia, L., & Moore, P. (2006). The language situation in Mexico. Current Issues in Language Planning, 7(4), 415–518. doi: 10.2167/cilp109.0
  • Tollefson, J. (2000). Policy and ideology in the spread of English. In J. K. Hall & W. Eggington (Eds.), The sociopolitics of English language teaching (pp. 7–21). Clevedon: Multilingual Matters.
  • Van Parijs, P. (2011). Linguistic justice for Europe and for the world. New York, NY: Oxford University Press.
  • Vargas, R., & Ban, R. (2011). Paso a paso con el PNIEB en las aulas [ Step by step with the PNIEB in the classroom]. Melbourne: Latin American Educational Services.
  • Vavrus, F. (2002). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly, 36(3), 373–397. doi: 10.2307/3588418
  • Wedell, M. (2003). Giving TESOL change a chance: Supporting key players in the curriculum change process. System, 31(3), 439–456. doi: 10.1016/j.system.2003.02.001
  • Wiley, T. (1996). Language planning and policy. In S. L. McKay & N. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 103–147). Cambridge: Cambridge University Press.
  • Zappa-Hollman, S. (2007). EFL in Argentina's schools: Teachers’ perspectives on policy changes and instruction. TESOL Quarterly, 41(3), 618–625. doi: 10.1002/j.1545-7249.2007.tb00094.x
  • Zúñiga, V., Hamann, E. T., & Sánchez García, J. (2008). Alumnos transnacionales: Las escuelas mexicanas frente a la globalización. [Transnational students: Mexican schools in the face of globalization]. México, DF: Secretaria de Educación Pública.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.