Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
English Learning and Teaching at a Polytechnic University in Mexico: Towards Bilingual Education?
Enseñanza y aprendizaje del inglés en una universidad politécnica en México: ¿hacia la educación bilingüe?
DOI:
https://doi.org/10.15446/profile.v24n2.97530Keywords:
bilingual education, English teaching, teacher training, university education (en)capacitación de profesores, educación bilingüe, educación universitaria, enseñanza del inglés (es)
This study aims to examine the implementation of the sustainable international bilingual model at a polytechnic university in central Mexico. Drawing upon qualitative research, this instrumental case study explores teachers’, students’, and coordinators’ experiences with the aforementioned model. Data were gathered through semistructured interviews. Results show that participants consider the university has started a positive change, focusing on improving teachers’ and students’ linguistic abilities in English. However, they also acknowledge some challenges, such as a lack of teachers’ training, the context of the university, and teachers’ knowledge of the language. The data suggest that actions need to be taken to avoid the same poor results the national English programs in Mexico have had over the past years.
Este estudio examina la implementación del modelo bilingüe internacional sustentable en una universidad politécnica del centro de México. Sobre la base de la investigación cualitativa, este estudio de caso instrumental explora las experiencias de profesores, estudiantes y coordinadores con el modelo. Los datos se recabaron mediante entrevistas semiestructuradas. Los resultados muestran que los participantes consideran que la universidad ha empezado un cambio positivo, enfocado en mejorar las habilidades lingüísticas de los profesores y estudiantes. Sin embargo, también reconocen algunos retos, como la falta de capacitación de profesores, el contexto universitario y el conocimiento de los maestros sobre el idioma. Los datos sugieren que se requieren acciones para evitar los pobres resultados que los programas nacionales de inglés en México han obtenido en los últimos años.
References
Boyle, J., & Fisher, S. (2007). Educational testing: A competence-based approach. Blackwell. https://doi.org/10.1002/9780470774090
Calderón, D. (2015). Introducción: el derecho a aprender en inlgés. In Mexicanos Primero (Ed.), Sorry. El aprendizaje de inglés en México (pp. 7–12). Mexicanos Primero.
Castillo-Nava, D. L. (2022). Exploring the implementation of the BIS model and EMI at a polytechnic university in central Mexico through the experiences of English and EMI faculty, students, and coordinators [Unpublished master’s thesis]. Universidad de Guanajuato.
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). Routledge. DOI: https://doi.org/10.4324/9781315456539
Council of Europe. (2020). Common European Framework of reference for languages: Learning, teaching, assessment (Companion volume). https://bit.ly/3H0iBFo
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11. https://doi.org/10.1186/1471-2288-11-100
Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57–67. https://doi.org/10.1016/j.esp.2016.06.001
de Mejía, A.-M. (2002). Power, prestige and bilingualism: International perspectives on elite bilingual education. Multilingual Matters. DOI: https://doi.org/10.21832/9781853595929
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The Sage handbook of qualitative research (5th ed.). Sage.
Despagne, C. (2010). The difficulties of learning English: Perceptions and attitudes in Mexico. Canadian and International Education, 39(2), 54–74. https://doi.org/10.5206/cie-eci.v39i2.9154
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing (1st ed.). Lawrence Erlbaum Associates.
Dörnyei, Z. (2007). Research methods in applied linguistics: Qualitative, quantitative, and mixed methodologies. Oxford University Press.
Escobar-Urmeneta, C., & Arnau-Sabatés, L. (Eds.). (2018). Los retos de la internacionalización de los grados universitarios en el contexto del espacio europeo de educación superior. Síntesis.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
González, A., & Llurda, E. (2016). Bilingualism and globalisation in Latin America: Fertile ground for native-speakerism. In F. Copland, S. Garton, & S. Mann (Eds.), LETs and NESTs: Voices, views and vignettes (pp. 90–109). British Council.
Griva, E., & Chostelidou, D. (2011). English language teachers’ conceptions and attitudes to multilingual development in education. Procedia: Social and Behavioral Sciences, 15, 1780–1785. https://doi.org/10.1016/j.sbspro.2011.04.002
Inbar-Lourie, O., & Donitsa-Schmidt, S. (2019). EMI lecturers in international universities: Is a native/non-native English-speaking background relevant? International Journal of Bilingual Education and Bilingualism, 23(3), 301–313. https://doi.org/10.1080/13670050.2019.1652558
Joya, M., & Cerón, A. (2013). Reflections on the process of bilingual education in Latin America: A perspective from globalization. GIST – Education and Learning Research Journal, (7), 230–244.
Li, J. (2012). Principles of effective English language learner pedagogy (ED562799). ERIC. https://files.eric.ed.gov/fulltext/ED562799.pdf
Lozano, A. A. (2018). Exploring a dual language charter school in California through the perceptions of parents, teachers, and students [Unpublished master’s thesis]. Universidad de Guanajuato.
Madrid, D., & Julius, S. M. (2020a). Academic achievement of bilingual and non-bilingual education degree students. Porta Linguarum, (34), 25–37. https://doi.org/10.30827/portalin.v0i34.16731
Madrid, D., & Julius, S. (2020b). Profiles of students in bilingual university degree programs using English as a medium of instruction in Spain. Profile: Issues in Teachers’ Professional Development, 22(2), 79–94. https://doi.org/10.15446/profile.v22n2.80735
Michalopoulou, C. (2017). Likert scales require validation before application: Another cautionary tale. Bulletin of Sociological Methodology, 134(1), 5–23. https://doi.org/10.1177/0759106317693786
Nuño, A. (2017, January 12). Palabras de Aurelio Nuño: Inauguración de la Universidad Tecnológica BIS del Estado de Puebla [Video]. YouTube. https://www.youtube.com/watch?v=EJFb2otLqYg
Opdenakker, R. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Forum: Qualitative Social Research, 7(4). https://doi.org/10.17169/fqs-7.4.175
Palomares-Lara, A., Soto-Barrera, C. A., Perdín-Zazueta, K., & García-Hernández, L. J. (2017). Transición del estudiante en el modelo educativo tradicional de la Universidad Tecnológica de Guaymas, al modelo BIS (bilingüe, internacional, sustentable). Revista de Gestión Universitaria, 1(2), 66–74.
Petrón, M. (2009). Transnational teachers of English in Mexico. The High School Journal, 92(4), 115–128. https://www.jstor.org/stable/40364009 DOI: https://doi.org/10.1353/hsj.0.0028
Qiu, X., & Fang, C. (2019). Creating an effective English-medium instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences. International Journal of Bilingual Education and Bilingualism, 1–15. https://doi.org/10.1080/13670050.2019.1707769
Ramírez-Romero, J. L., & Sayer, P. (2016). The teaching of English in public primary schools in Mexico: More heat than light? Education Policy Analysis Archives, 24. https://doi.org/10.14507/epaa.24.2502
Secretaría de Educación Pública. (2006). Inglés Enciclomedia. Nivel 1 Guía para el maestro (2nd ed.). https://bit.ly/3kShmi7
Secretaría de Educación Pública. (2015). Principales cifras del sistema educativo nacional 2014–2015. https://bit.ly/3H0bPj8
Secretaría de Educación Pública. (2016a). S270 programa nacional de inglés. https://www.gob.mx/sep/documentos/s270-programa-nacional-de-ingles
Secretaría de Educación Pública. (2016b, December 27). Universidades tecnológicas y politécnicas con modelo BIS responden a demanda global de profesionistas de calidad. https://educacionsuperior.sep.gob.mx/comunicados/2016/271216.html
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Sibaja, M. E. (2019). Professional development for EMI faculty in Mexico: The case of bilingual, international, and sustainable universities. Routledge. DOI: https://doi.org/10.4324/9780429329418
Trejo, A. S. G. (2020). Realities of PRONI teachers in public primary schools in the state of Tlaxcala [Unpublished master’s thesis]. Universidad de Guanajuato.
Universidad Tecnológica Laguna Durango. (n.d.). Nuevo modelo BIS. https://bit.ly/3Av7FwY
Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382. https://doi.org/10.1080/13670050.2014.904840
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Omid Kalantar. (2026). Teacher Education in EMI: Effective Practices, Challenges, and Needs. Papeles, 18(35) https://doi.org/10.54104/papeles.v18n35.2267.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2022 Diana Leslie Castillo-Nava, Irasema Mora-Pablo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
