You Know English, so Why Don’t You Teach?” Language Ideologies and Returnees Becoming English Language Teachers in Mexico

Christiansen, M. Sidury; Guzmán, Nelly Paulina Trejo; Mora-Pablo, Irasema

doi:10.1080/19313152.2017.1401446

Cited by 22 publications

(13 citation statements)

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“…In addition, Lety is aware of the linguistic advantages that transnationals have in terms of oral skills and perceived accent. These examples illustrate how, sometimes in Mexico, ideologies about language teachers may be based on the belief that they can teach because they "just know" the language, a perspective that can be considered both nativist and purist (Christiansen, Trejo & Mora Pablo, 2017;Smith, 2006). This perspective also aligns with Bourdieu's notion (1990) of linguistic capital.…”

Section: (De)legitimization In Policy Decisionsmentioning

confidence: 99%

“…Many Mexican transnationals of first and second generation take advantage of their bilingual skills (English and Spanish) and enroll in English Language Teaching degree programs in Mexican universities (Christiansen, Trejo Guzmán, and Mora Pablo, 2017). Due to the increase in the number of transnationals pursuing English teaching degrees in Mexico, scholars have concentrated on analyzing the pre-service identities of transnationals, especially in the states of states of Nuevo León, Sonora, Tamaulipas and Guanajuato (i. e., Christiansen, Trejo Guzmán, and Mora Pablo, 2017;Cortez Román and Hamann, 2014; Mora Pablo, Lengeling & Crawford Lewis, 2014;Mora, Trejo & Roux, 2016). In contrast, the identities of Mexican national English language teachers have not been as extensively analyzed.…”

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confidence: 99%

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(De)legitimization: The Impact of Language Policy on Identity Development in an EFL Teacher

Martínez-Prieto

Lindahl

2020

TESOL Journal

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Based on Bordieuan concepts of symbolic power and legitimization, this study analyzes the identity of a language teacher in Puebla, Mexico. Through a series of in‐depth interviews, we examine how Mexican institutions may (de)legitimize the teaching expertise of an EFL educator by promoting a discourse of “native”‐speakerism. In contrast with existing literature, this study is situated in the Puebla context, wherein the Poblano State government granted permanent teaching positions to Mexican bilingual transnationals with no formal teacher training. While our participant contested some of the dominant language ideologies, such as the use of language certifications, she also appeared to internalize deficit discourses about her “non‐nativeness,” which made her question her own pedagogical identity. We found that some of our participant’s deficit views were reinforced during her own teacher preparation and professional development. By analyzing our participant’s perspectives in terms of current scholarship—such as Higgins, 2017; Kachru, 2005; Rudolph, Selvin, & Yazan, 2015—, we aim to generalize results to teacher preparation in other contexts so that processes of delegitimization based on the “native” speaker fallacy are less often perpetuated.

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Section: (De)legitimization In Policy Decisionsmentioning

confidence: 99%

mentioning

confidence: 99%

(De)legitimization: The Impact of Language Policy on Identity Development in an EFL Teacher

Martínez-Prieto

Lindahl

2020

TESOL Journal

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“…De manera similar a las diferencias vividas por los migrantes de retorno y su adaptación al entorno físico y humano en México, las experiencias de (re)inserción al sistema educativo público mexicano son variadas. Algunos autores dan cuenta sobre los niños que regresan a México a continuar sus estudios de primaria (Borjian, Muñoz, Van Dijk, & Houde, 2016), otros se han enfocado en los que regresa en una edad universitaria, y se preparan para ser profesores de inglés (Christiansen, Trejo, & Mora, 2017, Frausto, 2017Menard-Warwick, 2008;Mora, Trejo & Mora-Pablo, 2018;Núñez, 2019); y otros más se han centrado en los aspectos sociales y los retos que enfrentan a nivel social (Sánchez, 2009;Vila, 2016). Durante el análisis de los datos recolectados a través de las autobiografías y las entrevistas con los participantes, se hizo evidente que, aunque hay similitudes en cuanto a ciertas experiencias de reinserción, también hay grandes diferencias en varios aspectos del proceso.…”

Section: Desafíos Administrativos En Las Escuelasunclassified

Experiencias educativas y de vida de migrantes de retorno: ¿Una creciente generación de maestros de inglés en México?

Mora-Pablo

Santos

2019

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El presente trabajo reporta los hallazgos sobre las percepciones de actuales alumnos universitarios migrantes de retorno acerca de los desafíos a los que se enfrentan a su regreso a México. Siguiendo una metodología cualitativa y a partir de autobiografías y entrevistas semi-estructuradas, los participantes dan cuenta de sus experiencias en los sistemas educativos de México y Estados Unidos, además, relatan los desafíos que enfrentan en diferentes ámbitos: administrativo y lingüístico. Los resultados sugieren que los participantes muestran cierta nostalgia al pensar en el sistema educativo de Estados Unidos. Al mismo tiempo, sugieren que uno de los principales retos a los que se enfrentan en su adaptación social, se deriva de su competencia lingüística en español y en inglés, que si bien los pone en ventaja en algunas situaciones, como en convertirse en profesores de inglés, los margina en otras. Esto nos permite avanzar en los estudios de migrantes de retorno ya que su inserción en el sistema educativo mexicano no se da de manera sencilla y demuestra las complejidades de la adaptación de los migrantes a un sistema educativo y a una sociedad que no les es tan familiar como generalmente se piensa.

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“…Relatively recent research aims to explore the transnationalism phenomena concerning those who engage in transnational experiences and return to Mexico to become incorporated into the educational system (Borjian, Muñoz de Cote, van Dijk & Houde, 2016;Núñez Asomoza, 2019;Tacelosky, 2018a;Tacelosky, 2018b), as well as those who opt to develop as English teachers in Mexico (Frausto Hernández, 2017a;Frausto Hernández, 2017Mora Pablo, Lengeling, Rivas Rivas, Basurto Santos & Villareal Ballestros, 2015;Mora Pablo, Rivas Rivas, Lengeling & Crawford, 2015;Mora Pablo, Frausto Hernández & Rangel Gamiño, 2016;Rivas Rivas, 2013;Serna-Gutiérrez & Mora-Pablo, 2018;Sidury Christiansen, Trejo Guzmán & Mora-Pablo, 2017;Trejo Guzmán, Mora Vázquez, Mora Pablo, Lengeling & Crawford, 2016;Villegas Torres & Mora Pablo, 2015). Large part of this research has been carried out in Guanajuato, as well as collaborating contexts within the central/northern region of Mexico.…”

Section: Transnational English Teachersmentioning

confidence: 99%

Untitled

2019

OJER

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The purpose of this study is to examine organizational decision-making processes of problemsolving groups. This experimental design study utilized a case study method bounded by a fictional problem-solving scenario to illicit problem solving in groups. Fourteen undergraduate pre-service teachers were placed into six groups and given 45 minutes to create a collaborative solution to the problem-solving scenario. Data sources consisted of group observations and focus group interviews. Data were analyzed using an inductive thematic technique. Results indicated seven themes that illuminate the nature of the group's organization of cognitive processes and possible solutions. The results of this study may help understand how groups organize information, solutions, and cognitions in a complex group decision-making environment.

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You Know English, so Why Don’t You Teach?” Language Ideologies and Returnees Becoming English Language Teachers in Mexico

Cited by 22 publications

References 25 publications

(De)legitimization: The Impact of Language Policy on Identity Development in an EFL Teacher

(De)legitimization: The Impact of Language Policy on Identity Development in an EFL Teacher

Experiencias educativas y de vida de migrantes de retorno: ¿Una creciente generación de maestros de inglés en México?

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