[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597893-105":59,"doc-detail-597893-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","learning-english-in-mexico-perspectives-from-mexican-teachers-of-english","Learning English in Mexico: Perspectives From Mexican Teachers of English","","A survey-based study examines how English is taught in Mexico and how transnational students’ English histories influence learning in ESL and Language Arts classrooms. It analyzes responses from 76 Mexican English teachers and highlights the limited awareness US teachers have of prior English training in Mexico. The work outlines the educational goals driving English acquisition, the role of public and private schooling, and constraints such as teacher proficiency and narrow curricula. It concludes with recommendations for instruction in both Mexico and the US and greater teacher collaboration across borders.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-english-in-mexico-perspectives-from-mexican-teachers-of-english/597893/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-english-in-mexico-perspectives-from-mexican-teachers-of-english/597893.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the study address about transnational students?","Question",{"text":112,"@type":113},"US teachers know little about the English-language training these students receive in Mexico, making it harder to understand their long-term language acquisition and plan effective pedagogy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many Mexican teachers of English participated in the survey?",{"text":117,"@type":113},"The study is based on a survey conducted in Mexico with 76 Mexican teachers of English.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors limit the depth of English instruction in Mexican public schooling?",{"text":121,"@type":113},"Instruction often focuses on vocabulary and simple phrases, partly because of a shortage of teachers with sufficient proficiency to teach more complex communicative aspects of English.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597893,1792166071,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Learning English in Mexico: Perspectives From Mexican Teachers of English  \nESL and Language Arts teachers have noted a growing population of transnational students who—because of family migration patterns—have complex educational histories that straddle both Mexico and the US. Yet US teachers know little about the English-language training that such students receive in Mexico. This study attempts to bridge that gap, reporting on a survey-based study conducted in Mexico of 76 Mexican teachers of English. Included are recommendations about English instruction in both Mexican and US contexts, as well as recommendations for greater collaboration between US and Mexican English teachers.  \nMany Mexican-origin students in ESL and Language Arts  \nclasses have complex educational histories that straddle  \nthe geographic boundaries of Mexico and the US. This occurs as families migrate back and forth between Mexico and the US in search of economic opportunities. It also occurs as individual students move between US-based and Mexico-based branches of the family, for example staying alternately with relatives in Mexico and parents in the US or vice versa. Even though such students bring with them a history of English-language instruction in Mexico, US teachers know little about students’ prior English-language training. This makes it difficult for US teachers to understand the complex longterm language acquisition process that such students experience and to develop appropriate pedagogical responses. This study attempts to address this knowledge gap by presenting data about the teaching of English in Mexico.  \nAcquisition of English proficiency is clearly a goal for most transnational students, regardless of whether they intend to eventually  \nThe CATESOL Journal 27.1 • 2015 • 163  \nsettle in the US or Mexico. In the US nearly 10% of adults are limited English-proficient and many are unable to secure jobs that provide the income necessary to sustain a family (Batalova & Fix, 2010). Lacking adequate education and literacy skills, millions of individuals in the US are struggling economically (Kirsch, Braun, Yamamoto, & Sum, 2007) .  \nSimilarly, in Mexico, English proficiency can be seen as a route to upward economic mobility. The economies of the US and Mexico are intertwined and social, cultural, and historical influences of the two countries are enormous. The extraordinary economic partnership between the US and Mexico has motivated (and at times forced) many Mexicans to learn English in order to advance economically. Yet after decades of efforts by the Mexican government, relatively few Mexican adolescents and adults have sufficient linguistic skills to be employed in jobs that require high levels of proficiency in English (Petrón, 2009) .  \nEnglish in Mexico  \nEnglish has long been highly regarded among the middle and upper classes of Mexican society, and parents with economic means have the opportunity to send children to private bilingual and immersion schools with teachers who are highly proficient in English. When such students migrate to the US, they typically bring with them a strong foundation in both academic and communicative aspects of English.  \nAs for public schooling, the Secretaría de Educación Pública (SEP) established the “English in Primary School Program” with the clear understanding that in a global market, knowledge of English benefits the Mexican economy. English, which had been taught in secondary schools for decades, began in 1993 to appear in elementary school curricula as well (Petrón, 2009). Thus even middle school–aged immigrants to the US will have some prior English-language training before coming to US schools.  \nHowever, such public school instruction may be very limited. English instruction typically begins at the early stages of children’s education in Mexico, yet it focuses primarily on vocabulary and simple phrases (Borjian, 2008) . The narrowness of the English curriculum is due in part to the shortag","cbCaidxH7J3XNxhb","https://ap.wps.com/l/cbCaidxH7J3XNxhb","pdf",510428,11,"English","# Study purpose and context\n## Transnational students and the knowledge gap for US teachers\n# English proficiency goals and socioeconomic drivers\n# English in Mexico: private bilingual/immersion schools and public schooling\n## English in Primary School Program\n# Limits of public instruction and teacher proficiency constraints\n## University-level English training factors","[{\"question\":\"What gap does the study address about transnational students?\",\"answer\":\"US teachers know little about the English-language training these students receive in Mexico, making it harder to understand their long-term language acquisition and plan effective pedagogy.\"},{\"question\":\"How many Mexican teachers of English participated in the survey?\",\"answer\":\"The study is based on a survey conducted in Mexico with 76 Mexican teachers of English.\"},{\"question\":\"What factors limit the depth of English instruction in Mexican public schooling?\",\"answer\":\"Instruction often focuses on vocabulary and simple phrases, partly because of a shortage of teachers with sufficient proficiency to teach more complex communicative aspects of English.\"}]","Learning English in Mexico: Perspectives From Mexican Teachers of English | PDF",1792085902,28]