Abstract
This article analyses Mexican English teachers’ social class-based stereotypes attributed to secondary and preparatory school students. These students are deemed lazy, have no aspirations and come from “hostile” or “backward” environments that allegedly explain their lack of academic engagement and inability to undertake an English learning activity. Such characterisations become relevant since they exhibit that teachers’ beliefs, which are in constant relation to their context and experience (Fives & Buehl, 2012, p. 476) cast light on teachers’ pedagogic decisions. Teachers ascribe students’ roles that limit speaking opportunities and assignments that involve dumbing content down since students are expected to have either a low academic performance or none at all. Through an indexical analysis of teachers’ utterances, this study contributes to recent research on language teachers’ beliefs within applied linguistics where issues of social class, stereotypes and their influence on teachers’ pedagogic decisions have been underexamined.
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