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Books by Nora Basurto-Santos
This research report compares the processes of recruitment, education and retention of English la... more This research report compares the processes of recruitment, education and retention of English language teachers at all levels in Latin America and the Middle East by means of six national case studies: Brazil, Colombia, Mexico, Kuwait, the UAE and the remaining Arabian Gulf countries.
These geographical areas appear to have significant social, economic and political differences, however, as well as providing an interesting insight into the lives of the teachers living and working in each country studied. This report also identifies many commonalities within their English language teaching communities.
Papers by Nora Basurto-Santos
HOW, 2016
The teaching and learning of English as a foreign language has a long tradition within the Mexica... more The teaching and learning of English as a foreign language has a long tradition within the Mexican public education system. Unfortunately, this endeavor has been unsuccessful for the most part throughout the country. In this paper, we share and compare the results of two studies, ten years apart, whose data collections were carried out in very similar contexts. Both studies looked at what is happening in practice from the teachers' perspectives. Class observation, interviews, and official documents were important sources of information. We conclude that even though there has been ten years between these two studies there seem to be no changes that could enhance the teaching and learning of English as a foreign language in public schools.
Revista Electronica Sinectica, 2009
Signum: Estudos da Linguagem, 2015
Resumo: Os dados apresentados neste artigo provêm de um estudo realizado ao longo de dois anos, q... more Resumo: Os dados apresentados neste artigo provêm de um estudo realizado ao longo de dois anos, que examina as vidas de imigrantes transnacionais de adultos jovens, cujas famílias residem há vários anos nos Estados Unidos, sempre mantendo estreitos vínculos com seu país de origem, o México, até que decidiram ou foram forçados a voltar. Estes participantes aprenderam inglês como filhos de imigrantes mexicanos nos Estados Unidos. Por meio de uma abordagem narrativa, os resultados mostram como esses estudantes constroem suas identidades através de sentimentos ambivalentes em relação a ambos os países e como esta construção identitária molda seus interesses em tornarem-se professores de Inglês ou mesmo rejeitarem a língua,a ponto de esquecerem a língua que aprenderam nos Estados Unidos. Aparentemente, as experiências transnacionais de moradia em dois países foram fundamentais para a construção de suas identidades, definindo quem são e o que querem ser. Este trabalho sugere que indivíduos trasnacionais detêm um importante capital cultural e linguístico, que usam a seu favor, a fim de se integrarem em seu próprio país de origem. Abstract: The data in this article come from a two-year study that examines the transnational immigrant lives of young adults whose families resided for a number of years in the United States, always maintaining close ties to their country of origin, Mexico, until they decided or were forced to return. These participants acquired English as children of Mexican immigrants in the United States. Using a narrative approach, findings depict how immigrant students shaped their identities through ambivalent feelings towards both countries and how this identity construction shaped their interest in becoming English teachers or rejecting the language to the point that they forgot the language they had learned in the United States. Their transnational experiences of living in and between two countries appeared to be at the forefront of their construction of identity, defining who they are and who they want to be. This work suggests that transnationals possess an important cultural and linguistic capital that they use to their advantage in order to fit in in their own country of origin.
Porta Linguarum Revista Internacional De Didactica De Las Lenguas Extranjeras, 2012
This paper aims to contribute to the understanding of the process of gaining entry into Mexican E... more This paper aims to contribute to the understanding of the process of gaining entry into Mexican English Language classrooms. After a very brief discussion of the basic concepts involved in the process of asking for permission to carry out research in educational settings, it then tells the story of our first-hand experience of gaining entry into public (and several private) preparatory schools in one city on the east coast of Mexico by starting at the top of the educational hierarchy at state level and working our way down into the actual English language classrooms. The paper finishes by raising some general issues that grew out of our anecdotal experience and that we claim may resonate or be helpful for other researchers approaching real EFL classrooms wishing to gain understanding of what is going on in practice in similar educational contexts.
PROFILE Issues in Teachers' Professional Development, 2014
La instrucción de la pronunciación y la práctica de los estudiantes para el desarrollo de la conf... more La instrucción de la pronunciación y la práctica de los estudiantes para el desarrollo de la confianza en habilidades orales en inglés como lengua extranjera
This research report compares the processes of recruitment, education and retention of English la... more This research report compares the processes of recruitment, education and retention of English language teachers at all levels in Latin America and the Middle East by means of six national case studies: Brazil, Colombia, Mexico, Kuwait, the UAE and the remaining Arabian Gulf countries.
These geographical areas appear to have significant social, economic and political differences, however, as well as providing an interesting insight into the lives of the teachers living and working in each country studied. This report also identifies many commonalities within their English language teaching communities.
HOW, 2016
The teaching and learning of English as a foreign language has a long tradition within the Mexica... more The teaching and learning of English as a foreign language has a long tradition within the Mexican public education system. Unfortunately, this endeavor has been unsuccessful for the most part throughout the country. In this paper, we share and compare the results of two studies, ten years apart, whose data collections were carried out in very similar contexts. Both studies looked at what is happening in practice from the teachers' perspectives. Class observation, interviews, and official documents were important sources of information. We conclude that even though there has been ten years between these two studies there seem to be no changes that could enhance the teaching and learning of English as a foreign language in public schools.
Revista Electronica Sinectica, 2009
Signum: Estudos da Linguagem, 2015
Resumo: Os dados apresentados neste artigo provêm de um estudo realizado ao longo de dois anos, q... more Resumo: Os dados apresentados neste artigo provêm de um estudo realizado ao longo de dois anos, que examina as vidas de imigrantes transnacionais de adultos jovens, cujas famílias residem há vários anos nos Estados Unidos, sempre mantendo estreitos vínculos com seu país de origem, o México, até que decidiram ou foram forçados a voltar. Estes participantes aprenderam inglês como filhos de imigrantes mexicanos nos Estados Unidos. Por meio de uma abordagem narrativa, os resultados mostram como esses estudantes constroem suas identidades através de sentimentos ambivalentes em relação a ambos os países e como esta construção identitária molda seus interesses em tornarem-se professores de Inglês ou mesmo rejeitarem a língua,a ponto de esquecerem a língua que aprenderam nos Estados Unidos. Aparentemente, as experiências transnacionais de moradia em dois países foram fundamentais para a construção de suas identidades, definindo quem são e o que querem ser. Este trabalho sugere que indivíduos trasnacionais detêm um importante capital cultural e linguístico, que usam a seu favor, a fim de se integrarem em seu próprio país de origem. Abstract: The data in this article come from a two-year study that examines the transnational immigrant lives of young adults whose families resided for a number of years in the United States, always maintaining close ties to their country of origin, Mexico, until they decided or were forced to return. These participants acquired English as children of Mexican immigrants in the United States. Using a narrative approach, findings depict how immigrant students shaped their identities through ambivalent feelings towards both countries and how this identity construction shaped their interest in becoming English teachers or rejecting the language to the point that they forgot the language they had learned in the United States. Their transnational experiences of living in and between two countries appeared to be at the forefront of their construction of identity, defining who they are and who they want to be. This work suggests that transnationals possess an important cultural and linguistic capital that they use to their advantage in order to fit in in their own country of origin.
Porta Linguarum Revista Internacional De Didactica De Las Lenguas Extranjeras, 2012
This paper aims to contribute to the understanding of the process of gaining entry into Mexican E... more This paper aims to contribute to the understanding of the process of gaining entry into Mexican English Language classrooms. After a very brief discussion of the basic concepts involved in the process of asking for permission to carry out research in educational settings, it then tells the story of our first-hand experience of gaining entry into public (and several private) preparatory schools in one city on the east coast of Mexico by starting at the top of the educational hierarchy at state level and working our way down into the actual English language classrooms. The paper finishes by raising some general issues that grew out of our anecdotal experience and that we claim may resonate or be helpful for other researchers approaching real EFL classrooms wishing to gain understanding of what is going on in practice in similar educational contexts.
PROFILE Issues in Teachers' Professional Development, 2014
La instrucción de la pronunciación y la práctica de los estudiantes para el desarrollo de la conf... more La instrucción de la pronunciación y la práctica de los estudiantes para el desarrollo de la confianza en habilidades orales en inglés como lengua extranjera