Mexico’s Politics, Policies and Practices for Bilingual Education and English as a Foreign Language in Primary Public Schools

Abstract

In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the politics and policies underwriting the implementation of the teaching and learning of English as a Foreign Language (EFL) in public primary schools, and its current status, achievements and limitations. Based on analysis of data from multiple studies and opinions from experts in the field, the authors argue that although some progress has been made in the teaching and learning of EFL in Mexican public primary schools, many key promises remain unfulfilled. For them, changes have been implemented in a simplistic, mostly hasty fashion, as a consequence of political or economic reasons and decided by a few. Instead, the authors propose that EFL in Mexican public schools should be understood and addressed as a complex process of change that requires both, the participation of all, and efforts in several levels or dimensions, such as the political, the academic, and the individual ones. The authors also evidence the need for an integral National Language Policy that aims at promoting a multilingual, multiliterate and intercultural language education in the country, and a Foreign Languages Policy that expands this aim to a world level. Attention is given to Mexican historical issues related to equity and social justice, inclusion and diversity, and respect to language and cultural heritage.

Appendix

Chart 1 Example of unit components