Page 218 - ENSEÑANZA DE INGLÉS EN ESCUELAS PRIMARIAS PÚBLICAS

DIRECCIÓN GENERAL DE INVESTIGACIÓN Y POSGRADO ce, materials, teachers’ training for teaching
218 Libro Digital Universitario 2014
children, professional development, and

the relation shipbetween them and the sta-

te and national linguistic policies.
of Salas and Sánchez (2013) and Alcántar
This aforementioned research cons-
and Montes (2013) regarding teachers’ ex-
titutes a beginning and reflects the gene-
periences in Puebla and Nayarit, respecti-
ral perspectives of the PNIEB program,
vely. In 2012, Chanona et al discussed the
however, more research needs to be
implementation of the PNIEB program in
done. Therefore, we conducted this stu-
Chiapas, and Domínguez, Moreno and Cal
dy in order to contribute to the research
y Mayor (2013) concerning the training tea-
to understand the perceptions that PNIEB
chers have received since the beginning of
teachers who work in elementary schools
the program within those states. Nationwide
in Tuxtla Gutiérrez, Chiapas have with
studies include that of Terborg, García and
regard to teacher competence, skills and
Moore (2006) who described the situation
challenges when working with children.
of language in Mexico and provided some
This study also expects to generate infor-
information about the teaching of English
mation about humanistic and social aspects
in Mexican elementary schools. Quezada
such as rapport, attention to the diversity
(2013) focused on teachers’ practices, tra-
of students, relationship with the parents,
ining, level of English and confidence in the
attitudes, behavior, and interaction styles.
classroom. As a result of these studies, it has
All this information will help complement
been possible to have an overview, howe-
the current studies being conducted in
ver limited, of how the program has been
Chiapas, specifically in Tuxtla Gutiérrez, in
working and evolving and to identify some
order to reflect the reality of the program
of the current challenges. These are related
from the teachers’ perspective.
to the areas of curriculum, teaching practi-

Theoretical framework

Since the main objective of this chapter is

to present the reader with the teachers’

perspective, their beliefs and perceptions

Universidad Autónoma de Chiapas