A wide range of conflicting cultural perspectives associated with language acquisition and ethnolinguistic loyalties exists in Mexico wherever English is taught and spoken. The interplay of socioeconomic, cultural, and ethnic tensions produce positive and negative attitudes toward learning English. Students confront an array of sociolinguistic factors associated with dominant and subordinate languages. The following study compared perceptions of students and teachers in two contrasting settings, urban and rural.

Full Text

Published Version
Open DOI Link

Get access to 115M+ research papers

Discover from 40M+ Open access, 2M+ Pre-prints, 9.5M Topics and 32K+ Journals.

Sign Up Now! It's FREE

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call