Evaluation of the Management of Second Language Study Development Program at Secondary School in Mexico

Evaluation of the Management of Second Language Study Development Program at Secondary School in Mexico

Jorge Mejía Bricaire (Instituto Politécnico Nacional, Mexico), Edgar Oliver Cardoso Espinosa (Instituto Politécnico Nacional, Mexico), Fernando Briseño Hurtado (Instituto Politécnico Nacional, Mexico) and Joel García Mendoza (Instituto Politécnico Nacional, Mexico)
Copyright: © 2016 |Pages: 14
DOI: 10.4018/978-1-5225-0457-3.ch013
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Abstract

It is currently determining programmes of teaching of foreign language especially in Latin American countries, to go in line with quality policies demanded by international agencies. In Mexico the Second Language Study Development Program (English), represents a new model for the teaching of English as a second language. The present paper aims to propose indicators that allow to evaluate the academic governance of this program at the secondary level, based on the general theory of systems and above all in the pursuit of a quality education; the criteria are: teachers; Teaching-learning processes; Infrastructure support and training materials; certification; Accreditation of the subject index; Learning products; Planning; Students and address. The above demonstrates the need to develop indicators that can serve as a guide for the constant improvement of the management of the programme, and to ensure the students English learning.
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Background Of The Programs Of English Teaching In Mexico

This brief analysis begins with the study of the 1982 English teaching program, as it is considered that before the implementation of this plan there a program defined with objectives, approach and methodology. Its main objective was the formal language knowledge, in addition to the student should be able to read literature in the studied language (target language), as the literary language was considered superior to the spoken. Order to achieve this objective, students should learn and memorize grammar rules and vocabulary in the target language, in order to translate literary texts.

Then then emerged the programme of study of English within the framework of the National Agreement for the Modernization of Basic Education (NAMBE) in 1993, which was found on the bases of the communicative approach (Communicative Language Teaching), had intended to develop the communicative competence, understood as the capacity of knowing “what to say, who and how to say it in a way appropriate in any given situation” moved the attention of formal knowledge of the language to participation in communicative situations, that is, the communication was its primary purpose (SEP, 2006).

In this sense, the communicative-functional focus on the teaching of second languages and foreign languages starts to be implemented in 1971 in the Council of Europe in order to promote the mobility of University students in those countries. In a first stage, Wilkins (1976), cited in SEP (2009), distinguished synthetic approaches (in which students re-summarize linguistic aspects listed in programs or textbooks) and analytical approaches (in which students discuss presented input functionality).

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