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In an effort to provide their graduates with an additional training that puts them at an advantage over other professionals, many universities include specialization options in their curricula. In this article, we analyze to what extent such inclusion has been successful, judging by the relationship between job performance and graduates’ specialization. For that purpose, we will describe the methodological design and results of a comparative study of graduates of three specialties of a BA in English Teaching from a Mexican public university. Data collection was carried out through the application of an electronic survey to a sample of 91 graduates. To answer the central research question, a multinomial logistic regression model was applied. It was found that no relationship exists between job performance and graduates’ specialties; other factors, such as the sociocultural context and the characteristics of the labor market may account for the no differences. We conclude the article by presenting some projections and recommendations for policy makers related to the training and hiring of pre-service English teachers.
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