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

Autor/inn/en	Christiansen, M. Sidury; Trejo Guzmán, Nelly Paulina; Mora-Pablo, Irasema
Titel	You Know English, so Why Don't You Teach?" Language Ideologies and Returnees Becoming English Language Teachers in Mexico
Quelle	In: International Multilingual Research Journal, 12 (2018) 2, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christiansen, M. Sidury)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2017.1401446
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Selection; Foreign Countries; Migration; Bilingualism; Social Integration; Barriers; Labor Force; Teaching Methods; Mexicans; Mexican Americans; Decision Making; Teacher Education; Language Attitudes; Teacher Attitudes; Personal Narratives; Qualitative Research; Interviews; Mexico + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Bilingualismus; Soziale Integration; Labour force; Arbeitskraft; Erwerbsbevölkerung; Teaching method; Lehrmethode; Unterrichtsmethode; Mexikaner; Hispanoamerikaner; Decision-making; Entscheidungsfindung; Lehrerausbildung; Lehrerbildung; Sprachverhalten; Lehrerverhalten; Erlebniserzählung; Qualitative Forschung; Interviewing; Interviewtechnik; Mexiko
Abstract	Return migration from the United States to Mexico has been increasing in the last decade. Research reports that many returnees, who are English dominant, drop out of school to look for work in call centers and transnational companies (Anderson, 2015). Others pursue higher education in English-based programs such as those for becoming English language teachers (Rivas Rivas, 2013). This article explores what role language ideologies have in the decision making of three returnees to pursue a degree in English language teaching (ELT) and how such language ideologies inform the participants' bilingual identities and teaching practices. Findings suggest that while some ideologies held by participants and hiring entities in Mexico, such as linguistic imperialism and linguistic purism, give students an advantage in the workforce, they also generate a sense of otherness that can create barriers to social integration and implicit effects on how they view their language teaching capacities and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01