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http://www2.scjn.gob.mx/fi1-2009/Documentos/Marco%20Normativo/Ley%20gral%20de%20educaci%C3%B3n.pdf

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http://www.cenni.sep.gob.mx/

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https://www.youtube.com/watch?v=SBW6tiplW48

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					The growing demand for English language learning in Mexico

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					The growing demand for English language learning in Mexico

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http://monitor.icef.com/2016/03/the-growing-demand-for-english-language-learning-in-mexico/

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Source: MEXICAN NATIONAL AND INTERNATIONAL POLICY ON SECOND LANGUAGES

(PRINCIPALLY ENGLISH). By  Pauline Moore Hanna

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There has been some progress made in terms of English policies in Mexico, however it is extremely important to continue with the work in order to provide a beetr education and have better prepared teachers.

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PNIEB (Programa Nacional para Ingles en la Educación Básica; SEB, 2008) was set up. Reyes Cruz et al. (2012) report 23 state programs of this kind and the PNIEB website reports that currently there are operative programs in all 32 states.

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In the process of defining minimum professional requirements for English teachers in terms of international standards and certifying those there has also been some progress in the accreditation of schools and educational programs, especially in higher education. Perhaps the most interesting development is the introduction of CENNI (Certificación Nacional de Nivel de Idioma) a 20-level scale.

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Teacher training in the universities is concerned, it is clear that we must prepare our students to use a variety of teaching methodologies and to develop the skills required to critically evaluate and adopt new methodologies as required.

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Teachers are encouraged to include project work among their repertoire of classroom activities, which promotes collaboration and the development of individual skills as components of teamwork.

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Foreign language study is seen as a means for achieving comprehension, international collaboration and economic welfare. The second language program, which had remained unmodified since 1992, is now couched in constructivist rather than communicative terms.

Other modifications include a shift in the balance of attention from productive to receptive skills, and from oral to written language.

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In 2008, the General Education Law (Ley General de Educación) was modified by the addition of a subsection to article 7, point XVI which says that education in Mexico must promote knowledge of universal culture and international solidarity through the teaching of foreign languages.

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The Mexican response was to commission an OECD report diagnosing the problem and providing suggestions for improvement (Hopkins et al., 2007). The report emphasized the use of formative assessment to improve learning, encouraging Mexican teachers and authorities to take their concept of assessment beyond measurement.

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A professional teacher is one who evaluates students in terms of learning and works continually to incorporate innovative pedagogical strategies in the classroom. This would be made possible by the implementation of coherent and systematic policies of teacher selection and promotion and the provision of access to opportunities for professional development.

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The OECD identifies the twin concerns of professionalized teaching and personalized learning as key policy drivers which should guide educational efforts in general. Student success is the only reliable indicator of the success of the system as a whole. In order to achieve this goal teaching must become professionalized, that is to say that teachers must feel pride in their profession and feel that they are on a par with other professionals in terms of competence and respect.

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Specifically in the field of foreign language learning, the UNESCO (2009) has declared that knowledge of three languages is the norm in terms of language proficiency which will be expected from school leavers in the 21st century. In terms of educational policy, the UNESCO has argued convincingly for the need to implement learning for life as a pillar of curricular design.

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Finally, level four covers 4000-5000 peripheral languages, whose speakers will tend towards plurilingualism.

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The third level consists of 100-200 central languages. Wolof (Africa) and Swedish fall into this category. They are standardized languages with an associated literature. Speakers will tend towards bilingualism with a language from a higher level.

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On the second level there are approximately 10 super-central languages, including Russian, Chinese, Spanish, French. Speakers of languages of this group will tend towards monolingualism or bilingualism with the hyper-central language or another super-central representative

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Calvet’s theory of the current global linguistic system postulates four levels of languages. At the first level, there is one hyper-central language, currently English. Given this status speakers of English tend towards monolingualism.

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Spanish is a powerful, vital language. According to many indicators, such as number and geographic dispersion of native speakers and its use as a language of scientific communication, the vitality of Spanish is undergoing a growth spurt.

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The model is homeostatic in that it can be expected to self-regulate. While the model can be criticized as fatalistic, Calvet, himself, believes it merely realistic.

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Calvet’s (2006) model of language as an ecology uses the metaphor of a galaxy of languages and the force of gravitational pull to explain the complex interaction between languages in contact.

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Regarding language ecology, languages are seen as social practices which are chosen by speakers within the constraints of their environment depending on their relative strengths of different practices as perceived by members of a language community and the affinities of those speakers.

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Language planning can be divided into status planning, corpus planning, and acquisition planning (Cooper, 1989).

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Symbolic policies are frequently more statements of political orientation than actual policies; they are intended to attract voters rather than generate benefits for the population as a whole.

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In the context of Mexico, language policy is frequently symbolic rather than substantive (Terborg et al., 2007). According to Kaplan and Baldauf (1997: xi) “the first articulates good feelings toward change… and the latter articulates specific steps to be taken”.

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Kaplan & Baldauf (1997) identify three levels at which policy can be expressed and/or put into action: the macro, meso and micro levels.

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Language policy is always a slippery subject; difficult to define clearly, difficult to identify in practice and the potential impact of a given policy is hard to predict. By policy,  we shall consider the construal of a standpoint towards action in the sphere of languages.