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...

ver descrição completa

Detalhes bibliográficos
Autor: Romero Lara Herrera
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2015
País:México
Recursos:Universidad Nacional Autónoma de México
Repositorio:Redalyc-UNAM
OAI Identifier:oai:redalyc.org:169233378008
Acesso em linha:https://www.redalyc.org/articulo.oa?id=169233378008
Access Level:acceso abierto
Palavra-chave:Educación
belief
content
emotions
Attitudes
perceptions
id MX_2ee5ba2e8d309c596dd5b1de4959e405
oai_identifier_str oai:redalyc.org:169233378008
network_acronym_str MX
network_name_str México
repository_id_str
spelling Mexican Secondary School Students’ Perception of Learning the History of Mexico in EnglishRomero Lara HerreraEducaciónbeliefcontentemotionsAttitudesperceptionsThis 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.Universidad Nacional de Colombia2015info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdf1657-0790https://www.redalyc.org/articulo.oa?id=169233378008Profile: Issues in Teachers' Professional Development (Colombia) Num.1 Vol.17reponame:Redalyc-UNAMinstname:Universidad Nacional Autónoma de Méxicoinstacron:UNAMenhttp://www.redalyc.org/revista.oa?id=1692Profile: Issues in Teachers' Professional Developmentinfo:eu-repo/semantics/openAccessoai:redalyc.org:1692333780082025-09-03T18:09:17Z
dc.title.none.fl_str_mv Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
title Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
spellingShingle Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
Romero Lara Herrera
Educación
belief
content
emotions
Attitudes
perceptions
title_short Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
title_full Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
title_fullStr Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
title_full_unstemmed Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
title_sort Mexican Secondary School Students’ Perception of Learning the History of Mexico in English
dc.creator.none.fl_str_mv Romero Lara Herrera
author Romero Lara Herrera
author_facet Romero Lara Herrera
author_role author
dc.subject.none.fl_str_mv Educación
belief
content
emotions
Attitudes
perceptions
topic Educación
belief
content
emotions
Attitudes
perceptions
description 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.
publishDate 2015
dc.date.none.fl_str_mv 2015
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv 1657-0790
https://www.redalyc.org/articulo.oa?id=169233378008
identifier_str_mv 1657-0790
url https://www.redalyc.org/articulo.oa?id=169233378008
dc.language.none.fl_str_mv en
language_invalid_str_mv en
dc.relation.none.fl_str_mv http://www.redalyc.org/revista.oa?id=1692
dc.rights.none.fl_str_mv Profile: Issues in Teachers' Professional Development
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Profile: Issues in Teachers' Professional Development
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad Nacional de Colombia
publisher.none.fl_str_mv Universidad Nacional de Colombia
dc.source.none.fl_str_mv Profile: Issues in Teachers' Professional Development (Colombia) Num.1 Vol.17
reponame:Redalyc-UNAM
instname:Universidad Nacional Autónoma de México
instacron:UNAM
instname_str Universidad Nacional Autónoma de México
instacron_str UNAM
institution UNAM
reponame_str Redalyc-UNAM
collection Redalyc-UNAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1858174806431629312
score 14,965132

Registos relacionados