Teaching English Critically to Mexican Children

The purpose of this article is to present one significant part of a large-scale critical-ethnographic-action-research project (CEAR Project) carried out in Oaxaca, Mexico. The overall CEAR Project has been conducted since 2007 in different Oaxacan elementary schools serving indigenous and mestizo (m...

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Bibliographic Details
Published in:ELT journal 2014-07, Vol.68 (3), p.310-320
Main Author: López-Gopar, Mario E
Format: Article
Language:English
Subjects:
Action Research
Class Activities
Culturally Relevant Education
Elementary School Students
English (Second Language)
English Instruction
English Language Learners
Ethnography
Foreign Countries
Indigenous Populations
Mexicans
Mexico
Multicultural Education
Multilingualism
Multiple Literacies
Practicums
Preservice Teacher Education
Second Language Instruction
Second Language Learning
Student Centered Curriculum
Student Teaching
Teaching Methods
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Summary:The purpose of this article is to present one significant part of a large-scale critical-ethnographic-action-research project (CEAR Project) carried out in Oaxaca, Mexico. The overall CEAR Project has been conducted since 2007 in different Oaxacan elementary schools serving indigenous and mestizo (mixed-race) children. In the CEAR Project, teacher educators collaborate with English language student teachers completing their teaching "praxicum", the purpose of which is to teach English critically whilst fostering multilingual, multiliterate, and intercultural practices. Using multimodalities and narrative, the article presents the results of the CEAR Project through the teaching praxicum of a student teacher who attempted to teach English critically by welcoming indigenous children's languages into her classroom and developing identity texts in class activities, thereby creating an inclusive classroom environment in which the children negotiated affirming identities and came to value each other's languages.
ISSN:0951-0893
1477-4526
DOI:10.1093/elt/ccu017