Recent Articles


Introduction to the special issue on English language teaching in public primary schools in Latin America
José Luis Ramírez-Romero, Peter Sayer
The guest editors introduce the Special Issue on English Language Teaching in Public Primary Schools in Latin America by summarizing articles about public primary English language programs in six countries in Latin America: Argentina, Brazil, Chile, Columbia, Mexico, and Puerto Rico. They synthesize the main issues related to English education programs in the region and discuss the common...

English language education in primary schooling in Argentina
Melina Porto
This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international influences that have played a key role in shaping the...

ELT in Brazilian public schools: History, challenges, new experiences and perspectives
Ricardo Luiz Teixeira de Almeida
Historically speaking, the teaching of English was never a part of Brazilian primary schools programmes. Foreign language teaching as an obligatory school subject appears only in the sixth year of basic education, and its goal is more connected to the development of critical citizens, rather than to the promotion of proficient speakers of the language. Recently, however, a number of municipal...

Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country.
Malba Barahona
This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy—which made English instruction compulsory for all Chilean students from fifth grade—has had to deal with a series of significant challenges since its introduction. One key impediment has been the lack of qualified teachers...

English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies
Doris Correa, Adriana González
In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of...

The teaching of English in public primary schools in Mexico: More heat than light?
José Luis Ramírez-Romero, Peter Sayer
The national English program in Mexico was formally launched in 2009. The new program supplanted various state programs, and aimed to create a coherent, uniform curriculum that extended English instruction to all public school students across the country. The article describes the development, evolution, and changes as the program was piloted and implemented. The authors synthesize various...

An exploration of the effects of language policy in education in a contemporary Puerto Rican society
Mirta Maldonado-Valentín
During the Spanish regimen, Puerto Rican education was limited and restricted to Spanish language as the medium of instruction. It was not until the U.S. colonization of the island that public education was introduced. As a result, English replaced Spanish as medium of instruction in the new educational system. Immediately after, Puerto Rican elitists and politicians ignited a political...

Accounting professors’ pedagogical training: The topic under discussion
Marcos Laffin, Sonia Maria da Silva Gomes
The objective of this paper is to present the results of research that examined articles published in journals, whose subject matter was the accounting professors’ pedagogical training within the Stricto Sensu postgraduate degree in accounting in Brazil. Thus, the research problem was to recognize and discuss the articles’ contributions to the pedagogical training. The methodology was...

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