EFL Professional Development in Cross-Cultural Relief: Examining Effects of US Frameworks on Teacher Practice in México
First-year research conducted by the authors of a 3-year, cross-cultural, professional development project involving English-as-a-Foreign Language (EFL) teachers at a private pre-K-12 school in central Mexico. Findings indicate that key elements of the integrative-systematic approach - developed to respond to the combined need for equity and quality schooling within the highly diversified and differentially performing student populations in U.S. public schools - had positive effects on EFL teachers and students within the school.
Journal of Hispanic Higher Education
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