Page 159 - LA ENSEÑANZA APRENDIZAJE DE LENGUAS

Sección III
TEMAS ACTUALES DE ENSEÑANZA
DE LENGUAS Y LA FORMACIÓN DOCENTE 159

• Lack of teaching resources
The stressed socio-economic situation prevalent in the state of Chiapas, Mexico, where this

study took place, meant that most schools were poorly resourced (lack of equipment and di-

dactic resources, especially in the case of the two PSTs placed at the foster home).

For example, Otto, commented the following in this excerpt from the focus group session:

Before [my social service] I think that I was a normal teacher, the ones that just use the book

and check homework and exams and no more. Now I, I know that I can use different things,

different methods, to teach English. Teaching was challenging. Now I’m more flexible.

Each context influenced teacher learning. An example of this is provided by Patty who

was placed at a day care centre at a public university. She identifies a gap between theory and
practice in working with very young learners:

I have found out the hardest part of put in practice what I have learned during the seven se-

mesters of the career [in SL] because I contrasted my own beliefs of children second language

learning and the real conditions and attitudes of my young students. According to me, the

theory only gives us a little hint of what teaching means due to when I am in front of the group

I have to use not only what I know about methods and approaches but also all my creativity,

patience and the different opinions of other teachers.

• Readiness for work as EFL teachers

Each PST’s vision of what makes a good teacher and their personal perception of their roles as

EFL teachers (i.e. having to finish the textbook, abide by institutional policies).

Universidad Autónoma de Chiapas