First and target language use in public language education for young learners: Longitudinal evidence from Mexican secondary-school classrooms

Izquierdo, Jesús; Martínez, Verónica García; Pulido, María Guadalupe Garza; Zúñiga, Silvia Patricia Aquino

doi:10.1016/j.system.2016.07.006

Cited by 23 publications

(33 citation statements)

References 27 publications

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“…Despite the establishment of the English language in the form of linguistic imperialism, the learning of English constitutes a major curricular change in countries that see in this language a benefit for international interaction and economic growth (Woodend et al, 2019). Nonetheless, in many parts of the world, the teaching of English and the attainment of the L2 curricular goals in public elementary and secondary schools face many challenges (Coelho & Henze, 2014;Giannikas, 2011;Izquierdo et al, 2016;Lightbown & Spada, 2020;Ramos Holguín & Aguirre Morales, 2016;Roldán & Peláez, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…With respect to L2 pedagogy, in-service L2 teachers have to give up the traditional grammar-oriented English teaching practices that characterize education in rural schools (Pinzón, 2014). Instead, under the mandate of the educational reforms, teachers need to adopt pedagogical practices that facilitate learners' attention to meaningful language and the creation of valuable L2 communicative conditions (Izquierdo et al, 2016). In urban areas, training for L2 competence and L2 pedagogy improvement is accessible through institutional or private teacher development programs (Coelho & Henze, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the case of L2 instruction, each school counts on one or more English teachers. They go from classroom to classroom and deliver English lessons across the three grades of secondary education (Izquierdo et al, 2016). In the tele-secondary schools, however, one generalist teacher covers all the areas of the curriculum with the learners of one secondary school grade throughout the entire school year (Hernández & Izquierdo, 2020).…”

Section: Context and Participantsmentioning

confidence: 99%

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Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

2021

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In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a survey with closed-ended questions that elicited information about teacher education, teaching experience and knowledge of the rural school system. Then, a subsample of participants completed an individual thematized semi-structured interview. They were selected on the basis of L2 teacher education involvement. In the survey data, response patterns were identified using frequency analyses. The interview data were analyzed using categorical aggregation. The data revealed that the generalist teachers struggle with L2 professionalization, sociocultural and instructional challenges. Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. Instead, they rely upon limited strategies to counteract the day-to-day challenges at the expense of effective L2 teaching practices.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Context and Participantsmentioning

confidence: 99%

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Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

2021

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“…The participants in the SL1 group (age range 17–19) were attending a Spanish writing course. They spoke Mexican Spanish and had minimal knowledge of English, a language learned through public education (see Izquierdo et al., ). The FL2 learners were enrolled in four courses of the program's French concentration.…”

Section: Methodsmentioning

confidence: 99%

L2 Imperfective Functions With Verb Types in Written Narratives: A Cross–Sectional Study With Instructed Hispanophone Learners of French

Izquierdo

Kihlstedt

2019

The Modern Language Journal

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Through either morphological or functional approaches, previous research has examined how instructed second language (L2) learners develop control over a challenging area of French: the use of the imparfait. In order to better understand this challenge, this cross‐sectional study utilized both approaches and examined how 94 university Hispanophone learners of French developed control over 5 L2 imperfective functions with 4 verb types in 2 written narratives. Each L2 learner was assigned to 1 of 6 groups depending on the number of imperfective instances in their texts. In order to identify features of learner language, L2 imperfective use was compared to the imperfective found in first language (L1) Spanish (n = 31) and L1 French (n = 47) narratives. The analyses of the 2,176 instances of L2 imperfective use revealed that this form develops in accordance with a trend whereby a decrease is found from the characterization/state combination, to habituality/telics, to progressivity/nonpunctual dynamic verbs, to inchoative characterization/states, and to frequentation/activities. In contrast to the L1 imperfective in Spanish and French, the L2 imperfective showed variability across these combinations. Moreover, in the L2 narratives, learners favored the characterization/state association at the expense of using other imperfective functions with other verb types.

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“…W orldwide, educational reforms are sanctioning two curricular changes. One relates to the learning of English as a foreign/second language (L2) at a very young age (Murray & Christison, 2011;Izquierdo, García, Garza & Aquino, 2016). Reforms acknowledge English has become a global language for communication, and recognize its importance for social and business interaction.…”

Section: Introductionmentioning

confidence: 99%

Digital natives and technology for L2 learning outside of the classroom

Ledesma

Izquierdo

2020

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First and target language use in public language education for young learners: Longitudinal evidence from Mexican secondary-school classrooms

Cited by 23 publications

References 27 publications

Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

L2 Imperfective Functions With Verb Types in Written Narratives: A Cross–Sectional Study With Instructed Hispanophone Learners of French

Digital natives and technology for L2 learning outside of the classroom

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