This document discusses the importance of learning English in Mexico. It argues that English proficiency opens opportunities for education, employment, and participation in global affairs. While Mexico has taken steps towards English language education, policies have lacked consistency and programs have suffered from political intervention and poor implementation. For Mexico to fully realize the benefits of English, a coordinated long-term strategy is needed to establish it as a priority and ensure all students have access to effective English instruction.

1. Introduction to
learning English
in Mexico.

2. The right to learn in English
• The right to education is the right to learn.
• Art. 3 of the Constitution: the State must
guarantee the “maximum achievement of
student learning.”
• Fundamental learning is that
which allows us to keep
learning throughout life.

3. To change, we must first
understand
• English is not simpy a technical “tool”.
• Neither is it an imposition or a cultural threat.
Learning with and in English is part
of the right to learn:
It is learning for our time
and our world!

4. Access + Contribution
English provides access to a wealth
of ideas, processes and techniques,
as well as a legacy of humanistic and
political culture related to the defense
of human rights.
It also empowers us to make
demands, make ourselves heard
worldwide and participate in decisions
that affect us.

5. Why English?
It is the principal
lingua franca of our
time.With a lingua franca
we can
Think more
things
differently
and with more
peopleMore than 2
billion
people in
138
countries
speak
4 of every 5
English
interactions in
the world take
place between
speakers for
whom English is
The majority of
Internet content
and conversations
in social networks
are in English.

6. Why English?
It allows us to participate fully as
global citizens.
• The development of language
competence is central to our ability
to act in and with the world.
• Learning a second language
develops citizen competencies:
respect and tolerance for differences,
the ability to listen to others, express
oneself better, and resolve conflicts,
as well as knowledge of other

7. Why English?
It is a powerful mechanism for
equity.
• It opens education and
employment opportunities for
those who come from families
with fewer resources.
• It broadens acces to higher
education, both in and out of
Mexico.

8. Why English?
It brings great economic benefits, both
individually and collectively.
• It increases the probability of
finding a job with a decent salary
and opportunities for professional
growth.
• As a country, we have been
unable to advance in high-value-
added sectors because we do
not speak English.

9. Why English?
It has a positive effect on brain development.
1. It improves understanding,
memory, interpretation,
and cognitive flexibility.
2. It enriches learning in
other domains, including
mathematics.
3. It improves health and
prevents diseases like
Alzheimer’s.
4. It is one of the best

10. Policy for learning English in
Mexico
• The Constitution makes no specific reference to
interculturalism – neither as part of our national
identity nor as something the nation should
aspire to – nor to second language learning.
1926
English as a
“foreign
language” is
integrated into
the lower
secondary
school
curriculum.
1932
The subject is
suspended.
1941
English is
reintegrated into
the new lower
secondary
curriculum.

11. What about preschool
and primary education?
1992 |
2006 |
Pilot projects in: Coahuila, Morelos, Nuevo Leon,
Sonora y Tamaulipas.
Enciclomedia proposes a module directed at 6th
grade.
2009 | Creation and pilot of the National English
Program in Basic Education (PNIEB).
2011 | PNIEB compulsory.
• Agreement 592.
• Block of 10 years of English, from
preschool to 9th grade.
• 700 additional hours of English.
• Compulsory in all schools in basic
education.
2013 | PNIEB loses momentum as a national program and is
subsumed by the Program for Strengthening the Quality

12. Policy for learning English in
Mexico
• Education decisions in our country have
suffered from the intervention of political
considerations.
1. Entire programs appear and
disappear.
2. High turnover and poor preparation
of officials.
3. Few civil society organizations
question official decisions.
4. Program evaluation comes late, and
we don’t have public information
needed for follow-up.
5. High probability that gaps between
the states will not be reduced given

13. What we have and what is
missing
• Resources to learn English exist today
in Mexico as never before.
• Yet without an institutional home, it is
uncertain whether we will find the
coordination, monitoring, support
network, financing and access to
technology needed for our young
people to truly learn English in Mexico.

14. In conclusion
In Mexico English has been
taught
little, poorly and late.

15. Introduction to
learning English
in Mexico.