Abstract
In the last decades, Mexican and U.S. teachers have faced remarkably similar struggles as they have confronted ongoing difficulties. As teachers in the U.S. have endured stagnant wages and deep budget cuts to public education, teachers in Mexico have also suffered hardships from government policies that sought to privatize public education. Learning from ways in which Mexican and U.S. teachers have channeled their resources to respond to social policies that have caused higher levels of inequality in these two nations can provide valuable lessons for teachers in other countries. Twenty-six teachers shared reasons they became teachers, factors that contribute to their commitment to teaching, their goals as educators, and social issues that they consider most important. Satisfaction from teaching and promoting students’ bilingual development was viewed as an important factor in maintaining their motivation to teach and remaining in the teaching profession. Mexican teachers of English presented a clear link between students’ academic development and their social-emotional wellbeing. Teachers held generally positive views regarding their role in making a difference in the lives of their students but felt that social barriers are keeping many students from access to quality English language education in Mexico. We learned that teachers of English believe that being bilingual and bicultural enriches the lives of students. In order to support teachers in the task of promoting bilingualism it is essential to supply teachers ample time, resources, and ongoing professional development opportunities so that they are able to successfully achieve their goals.
Presenters
Ali BorjianProfessor, Elementary Education, San Francisco State University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Lives of Teachers, Advocacy, Activism, Social Concerns, Advice for Teachers
