Abstract
The pedagogy and acquisition of second languages represent significant actions in Mexican curricula. In this regard, the current preschool, primary and secondary education programmes emphasise the need to build communicative and interactive competences in international languages, such as English, French and Spanish, the latter being widely spoken in Mexico. Additionally, the recent curricular changes underline the importance of teaching Mexican indigenous languages given their relevance in knowledge diffusion and decolonisation. Similarly to other academic institutions, Normal Schools or Teachers’ Colleges have included foreign language courses which are aimed at the learning of both language and pedagogical abilities required to fulfil teaching positions in Mexican Schools. This grounded-theory research analyses the impact of English and French learning in a group of students, enrolled in a Normal School, in Xalapa, who speak Tutunaku and Popoluca, two endangered languages of Mexico. The data obtained from open-ended questionnaires and semi-structured interviews revealed some benefits of foreign language learning, such as the access to academic, working and cultural interchange opportunities. Nevertheless, other participants attributed the reduction of Mexican indigenous languages speakers to the acquisition and use of foreign and local languages, particularly Spanish.
Presenters
Juan Francisco López GutiérrezTeacher, Escuela Normal Superior Veracruzana Dr. Manuel Suárez Trujillo, Veracruz, Mexico
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
English, French, Learning, Mexico, Students, Speakers, Indigenous, Languages
