Voices from Mexico: How American Teachers can Meet the Needs of Mexican Immigrant Students |
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Authors: | Ali Borjian and Amado M Padilla |
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Institution: | (1) Department of Elementary Education, San Francisco State University, Burk Hall 199, 1600 Holloway Avenue, San Francisco, CA 94132, USA;(2) Psychological Studies in Education, Stanford University School of Education, Stanford, CA 94305, USA |
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Abstract: | In this study 18 Mexican teachers of English as a foreign language in Guanajuato, Mexico were asked for their professional
opinion about the teaching of English to Mexican immigrant students in the U.S. Teachers responded to a questionnaire that
asked about attitudes toward the U.S. educational system, ways to support Mexican immigrant students, advice for American
teachers, and Mexican students’ motivation for learning English. Respondents averaged 4 years of teaching English at various
levels ranging from elementary to university. Half of the teachers had received some K-12 education in the U.S. Respondents
held generally positive views regarding the U.S. educational system, but felt American teachers could do a better job in teaching
Mexican immigrant students. They offered numerous linguistic and culturally responsive suggestions for improving upon the
learning of English and the academic performance of immigrant students. |
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Keywords: | |
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