English Learning and Teaching at a Polytechnic University in Mexico: Towards Bilingual Education?

Abstract

This study aims to examine the implementation of the sustainable international bilingual model at a polytechnic university in central Mexico. Drawing upon qualitative research, this instrumental case study explores teachers’, students’, and coordinators’ experiences with the aforementioned model. Data were gathered through semistructured interviews. Results show that participants consider the university has started a positive change, focusing on improving teachers’ and students’ linguistic abilities in English. However, they also acknowledge some challenges, such as a lack of teachers’ training, the context of the university, and teachers’ knowledge of the language. The data suggest that actions need to be taken to avoid the same poor results the national English programs in Mexico have had over the past years.