Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
This article focuses on Mexican students’ perceptions of learning the history of Mexico in Englishthrough content-based instruction, which is one of many types of bilingual pedagogical approachesthat are now considered established approaches in Mexico and around the globe. A phenomenologicalapproach...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | México |
| Institución: | Universidad Nacional Autónoma de México |
| Repositorio: | Redalyc-UNAM |
| OAI Identifier: | oai:redalyc.org:169233378008 |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=169233378008 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación belief content emotions Attitudes perceptions |
| Sumario: | This article focuses on Mexican students’ perceptions of learning the history of Mexico in Englishthrough content-based instruction, which is one of many types of bilingual pedagogical approachesthat are now considered established approaches in Mexico and around the globe. A phenomenologicalapproach was chosen in order to understand and examine participants’ lived experiences through semi-structured interviews; this in turn led to the discovery of their acceptance or rejection towards learningthe history of Mexico in English. The data suggest that despite students’ initial rejection to learning asensitive subject as is the history of Mexico in English, most students found the content-based methodas being meaningful, thus, they had a sense of pride in the end. |
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