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Education in Mexico

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Carencia de educación en el idioma inglés

A través de las experiencias vividas en mi servicio social ciudadano, los intercambios en los que he participado y mis prácticas profesionales, he descubierto el papel tan relevante que juega el idioma inglés, y como el haberlo aprendido tan bien desde niña, me ha abierto tantas puertas. Sin embargo, sé que en México soy de la minoría afortunada de haber crecido con esta segunda lengua, y por lo tanto, tengo la responsabilidad de devolver un poco de esta fortuna a la sociedad. En México es evidente la necesidad de aprender el idioma inglés ya que es la forma de crecer personal y profesionalmente, sin embargo, no hay suficientes maestros expertos en este idioma que estén dispuestos a trabajar en escuelas públicas, si no que dichos expertos se concentran en las escuelas privadas que son la minoría en nuestro país. Por medio de las experiencias que viví durante mi carrera profesional y una investigación acerca del tema, el propósito del ensayo es evaluar la problemática social que menciono para después proponer una solución viable, medible y con un impacto relevante en la sociedad.

Durante mi tercer semestre como estudiante del Tec de Monterrey, me inscribí al servicio social ciudadano organizado por Mi Mundo y Yo para ser maestra de una clase de inglés en una escuela pública. Al atender a estas sesiones, me di cuenta de lo mucho que estos niños quieren aprender el idioma, y todo el esfuerzo que ponen para sacarle provecho a las clases que impartíamos. Se notaba que lo único que les faltaba a estos niños era alguien que les enseñara ya que las ganas de aprender ya las tenían. Me impresionó mucho que a diferencia de las escuelas privadas, los niños se apoyaban mucho entre sí para facilitar el aprendizaje y procuraban no criticar ni burlarse de los demás para no inhibir el aprendizaje. Esto me enseño muchísimo a mí acerca de la importancia de apoyar a los demás para facilitar el aprendizaje.

En mis estudios profesionales, tuve la oportunidad de salir dos veces de intercambio, una vez a Madrid y otra a California. En ambas ocasiones, el inglés fue sumamente importante y parte de la experiencia. En Madrid, aunque el idioma principal es el español, la ciudad está llena de internacionales, por lo que muchas amistades que hice hablaban este idioma. Además, las clases que tomaba en la universidad junto con otros estudiantes de intercambio, eran en inglés. En mi segundo intercambio, asistí a la Universidad de Berkeley, en donde el 100% de mis clases eran en inglés, y el idioma principal era este mismo. Esta experiencia me aportó muchísimo a mi vida personal y también forma parte de mi curriculum para mi vida profesional, y sin él, la experiencia no habría sido igual.
Ahora que estoy comenzando mi vida profesional, conseguí trabajo en la empresa de mis sueños, Procter & Gamble, y para entrar, era requisito dominar el idioma inglés y haber tenido experiencias internacionales. Cuando logré entrar, me di cuenta de lo importante que es este idioma en mi vida y lo que me ha ayudado. Sé que esto me abrirá muchas puertas en el futuro y debo de sentirme muy afortunada de haber tenido la oportunidad de aprenderlo desde niña. Sin embargo, me doy cuenta que no mucha gente en mi país contó con esta suerte, y no por falta de ganas si no por falta de alguien que les enseñara.

Al investigar esta problemática que expongo un poco más a profundidad, me doy cuenta que es una realidad muy triste la que vivimos en México. En nuestro país, “[…] sólo el 5 por ciento de la población habla este idioma o lo entiende,” (Becerril, 2015). Es evidente que para tener acceso a este idioma, debes de ser parte de la punta de la pirámide socioeconómica, si no, las oportunidades no están disponibles para ti.
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“De forma natural la escolaridad y el nivel socioeconómico están correlacionados en México con el acceso a otros idiomas, así 38% de quienes estudiaron una licenciatura y 33% de los mexicanos de mayor nivel socioeconómico reportan hablar otro idioma. En contraparte sólo 4% de los adultos que estudiaron hasta primaria y el 5% de los pertenecientes al nivel socioeconómico inferior reportan esa facultad,” (Herrera, 2013).
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Y el problema mayor es que en México es una minoría las personas de un nivel socioeconómico alto y que hayan terminado sus estudios. Esto desgraciadamente no pasa en todos los países, pero en México es una realidad ya que no tenemos a los maestros con la preparación necesaria para enseñar el idioma. El problema principal es que si no tenemos maestros que lo enseñen de la forma correcta, no podemos esperar que los niños aprendan desde pequeños el idioma. “Uno de cada siete maestros de inglés de escuelas públicas en México desconoce totalmente el idioma, […]casi la mitad de los profesores de este idioma no tienen ni siquiera el nivel de uso y comprensión que deberían enseñar a sus propios alumnos,” (CNN Expansión, 2015). Podemos apreciar como el problema viene desde atrás, ya que como comentaba antes, los niños están con toda la disposición de aprender cosas nuevas, pero si no tenemos un equipo docente preparado, esta realidad está muy lejos para los mexicanos. Desgraciadamente, los maestros no están preparados ya que tampoco tuvieron la suerte de crecer con el idioma, y los pocos maestros que sí, se concentran en las escuelas privadas donde les pagan un buen sueldo.
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Para solucionar este problema desde la raíz, o más bien, poner un granito de arena de nuestra parte que realmente sea relevante para el futuro de nuestro país y las nuevas generaciones, propongo una idea que puede trascender. Creo que los miembros de Mi Mundo y Yo, y organizadores del servicio social ciudadano en el que yo participé, deberían de concentrar sus esfuerzos de otra forma. Pienso que sería sumamente relevante que en lugar de juntar voluntarios para dar clases de inglés a los niños, deberían de usar a estos voluntarios para impartir las clases a los maestros de estos niños. Con esta metodología creo que se abarcaría a mucho más personas, y además, estaríamos preparando gente que se dedicaría a esto por un mayor periodo de tiempo en comparación de los voluntarios por un semestre.
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Creo que esta es una buena propuesta de solución ya que es sencillo medir el éxito de la misma ya que se puede evaluar el nivel de inglés de los maestros antes y después de la capacitación y también el nivel de inglés de sus alumnos antes y después de que sus maestros recibieran esta capacitación. Con este sustento, creo que se puede motivar a los líderes del servicio social a que se cambie el sistema y se capacite a los maestros en lugar de ir directamente con los niños al explicarles el impacto. Para ellos no implicaría mucho esfuerzo ya que ya tienen el programa diseñado, solamente sería redirigir los esfuerzos. Se podría involucrar también a la SEP para ofrecer el dominio del idioma que tienen los alumnos del Tec para la capacitación de los maestros y de forma totalmente voluntaria. Esto sería sumamente atractivo para ellos también ya que sería una ayuda para mejorar la calidad de los docentes en el país y poder formar a los niños de la mejor manera. El impacto de este proyecto sería muy relevante, ya que al capacitar a maestros se abarca un mayor número de personas. Por ejemplo, si yo capacito a 20 maestros y a la vez, cada maestro tiene un grupo de 20 alumnos, el impacto sería de 400 niños. Ahora imaginemos si cada semestre, los 20 voluntarios de este servicio social hicieran lo mismo, se impactaría a 8,000 niños por semestre. Esto sería solamente logrado con un semestre y un grupo de voluntarios, pero se puede ver la escala y potencial de a lo que puede llegar esto ya que además, cada maestro se dedicará a la docencia del idioma por un periodo largo y por su enseñanza pasarán varios grupos de alumnos distintos.
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En lo personal, mi impresión fue que los niños de las escuelas públicas están muy motivados por aprender y se nota que ponen todo su esfuerzo para lograrlo. Sin embargo, si los maestros son quienes no conocen el idioma, por más motivado que este el alumno, es difícil que su nivel de inglés mejore. Esto me llamó mucho la atención ya que es increíble que los niños de escuelas públicas muchas veces tienen mayor hambre de aprender que aquellos que atienden escuelas privadas, sin embargo, las escuelas privadas son en donde se concentran los maestros con mayor habilidad.
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Después de realizar el servicio social, tener experiencias de intercambio internacional y hacer prácticas profesionales durante mis años de carrera en el Tec de Monterrey, me siento comprometida con la sociedad a regresar por lo menos algo de todo lo que he aprendido. Me siento agradecida de haber utilizado por primera vez un conocimiento que yo tenía a beneficio de la sociedad, sin embargo, me quedé con ganas de más ya que siento que lo que hice en un semestre no tuvo el impacto que hubiera querido. Por esta razón propongo la capacitación hacia los maestros, y creo firmemente que si hubiera hecho esto en lugar de lo que hice, a lo mejor no hubiera aprendido lo que aprendí de los niños, pero mi labor hubiera tenido un mayor impacto en término de niños alcanzados. Me siento comprometida con la sociedad después de la suerte que he tenido al terminar mis estudios profesionales en el Tec de Monterrey, ya que debo usar todo lo aprendido a beneficio de los demás y lograr que mi vida haga un cambio en la de los demás.
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Bibliografía
Becerril, I. (2015, abril 27). En México sólo 5% de la población habla inglés: IMCO. Retrieved agosto 27, 2015, from El Financiero: http://www.elfinanciero.com.mx/economia/en-mexico-solo-de-la-poblacion-habla-ingles-imco.html
CNN Expansión. (2015, febrero 10). 1 de cada 7 maestros de inglés en México no conoce el idioma. Retrieved agosto 26, 2015, from CNN Expansión: http://www.cnnexpansion.com/economia/2015/02/10/maestros-de-ingles-dan-clases-sin-entender-el-idioma
Herrera, E. (2013, noviembre 12). El apunte / Dominio del Inglés. Retrieved agosto 26, 2015, from La Jornada, Aguascalientes: http://www.lja.mx/2013/11/el-apunte-dominio-del-ingles/
Vargas, I. (2013, enero 22). México, reprobado en inglés. Retrieved agosto 26, 2015, from CNN Expansión: http://www.cnnexpansion.com/mi-carrera/2013/01/21/mexico-reprobado-en-ingles

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