Mario E López‐gopar
Biographic Data
| ID | 4621409 |
|---|---|
| NAME | Mario E López‐gopar |
| GIVEN NAMES | Mario E |
| FAMILY NAME | López‐gopar |
| SIGNATURE | GOPAR M E L |
| AFFILIATIONS | Benito Juárez Autonomous University of Oaxaca |
| ORCID | 0000-0001-5121-3901 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Challenging colonial language ideologies
In Mexico, English as an Additional Language (EAL)) seems perpetuated by language ideologies evoking coloniality. Conversely, indigenous languages in Mexico are regarded as communication between “Indians” and as “incomplete languages”. Within this ELT scenario, it seems urgent that teacher-educators and especially EAL student-teachers become advocates who challenge these ideologies and their narratives. The classroom experiences of Mexican EAL st…
Reflection and Narrative-Based Writing — Critical Ethnographic Action Research as a Transformative Approach in Teacher Education in Mexico
This project examines a collaboration between two teacher educators from San Francisco, U.S.A, and a teacher educator colleague from the city of Oaxaca, Mexico. The research focuses on central tenets of an innovative approach to teacher education, Critical Ethnographic Action Research (CEAR), pioneered at Universidad Autònoma Benito Juarez de Oaxaca (UABJO), a public university in Oaxaca. The approach integrates critical reflection and critical t…
One Morning at a Public Elementary School in Mexico
No conflict of interest
Futuros profesores de lenguas retando el racismo epistemológico
En la educación superior, el racismo epistemológico que consiste en construir un saber occidental que restringe aquel creado fuera de esa lógica, como las epistemologías indígenas; es común encontrarlo en programas de formación de docentes de idiomas –donde predomina la enseñanza de lenguas hegemónicas como inglés o español– al interesarse escasamente en lenguas originarias. En la Universidad Autónoma “Benito Juárez” de Oaxaca, México, en su prog…
The journey of a critical-oriented ELT curriculum and the identities of teacher educators
The field of second language teacher education has recently focused on issues of social justice through different interventions in language teaching preparation programmes and the analysis of the identity formation of pre-service and in-service language teachers. However, little is known about the identities of teacher educators in second language teacher education programmes. This article, adopting a social justice and critical perspective, retr…
Unveiling the discourses of coloniality
IN ENGLISH(English) language teaching in Mexico occurs within ‘coloniality. Hence, it is imperative to raise the critical multilingual language awareness of future language teachers in terms of colonial practices. In order to promote decolonizing pedagogies, this paper presents the results of a critical-ethnographic-action-research study, whose main goal was to unveil the discourses of coloniality present in the daily lives and personal stories o…
Mexican student-teachers’ “English” language praxicum
Co-constructing Social Justice
This article involves the work of four language educators/researchers collaborating on an ongoing longitudinal multilingual participatory action research (PAR) project in a Bachelor of Arts (BA) language teaching program in Oaxaca, Mexico. Overall, this PAR project aims at the co-construction of social justice in ELT in Mexico. In particular, it explores an approach that would encourage learners to make full(er) use of their language resources to…
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts
Multilingual practices of translanguaging – fluid, complex, and dynamic processes of using one's complete linguistic repertoire – have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of transla…
Citizenship in language testing
Las Del Istmo Son Muy Cabronas ”
Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called “modern” languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to “modernized” individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms othernes…
Changing ideological and implementational spaces for minoritised languages in higher education
Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics beh…
Social Class in English Language Education in Oaxaca, Mexico
This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors’ own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education access, Mexican teachers of English, and the curriculum; and finally, we offer conclusions related to the p…
In pursuit of multilingual practices
Within the context of Oaxaca, Mexico, home to 16 officially recognised indigenous languages, Spanish and English, this paper presents results of an ongoing critical-ethnographic-action-research project in two different sites: one in a semi-urban setting and the other in a rural community. This paper uses multimodal texts (photos and videos) and narratives to present ethnographic portraits of Mexican indigenous and mestizo children from Oaxaca. Ba…
Beyond the Alienating Alphabetic Literacy
This article proposes a pedagogy of multiliteracies for Mexican indigenous groups. Using the Multiliteracies Framework developed by the New London Group (Cazden, Cope, Cook, Fairclough, Gee, et al., 1996 Cazden, C., Cope, B., Cook, J., Fairclough, N., Gee, J.Kalantzis, M. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 1: 60–92. [Google Scholar]), specifically the notions of multimodality and design, it …
Social Class in English Language Education in Oaxaca, Mexico
This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors’ own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education access, Mexican teachers of English, and the curriculum; and finally, we offer conclusions related to the p…
Las Del Istmo Son Muy Cabronas ”
Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called “modern” languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to “modernized” individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms othernes…
In pursuit of multilingual practices
Within the context of Oaxaca, Mexico, home to 16 officially recognised indigenous languages, Spanish and English, this paper presents results of an ongoing critical-ethnographic-action-research project in two different sites: one in a semi-urban setting and the other in a rural community. This paper uses multimodal texts (photos and videos) and narratives to present ethnographic portraits of Mexican indigenous and mestizo children from Oaxaca. Ba…
Beyond the Alienating Alphabetic Literacy
This article proposes a pedagogy of multiliteracies for Mexican indigenous groups. Using the Multiliteracies Framework developed by the New London Group (Cazden, Cope, Cook, Fairclough, Gee, et al., 1996 Cazden, C., Cope, B., Cook, J., Fairclough, N., Gee, J.Kalantzis, M. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 1: 60–92. [Google Scholar]), specifically the notions of multimodality and design, it …
Changing ideological and implementational spaces for minoritised languages in higher education
Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics beh…
Beyond the Alienating Alphabetic Literacy
This article proposes a pedagogy of multiliteracies for Mexican indigenous groups. Using the Multiliteracies Framework developed by the New London Group (Cazden, Cope, Cook, Fairclough, Gee, et al., 1996 Cazden, C., Cope, B., Cook, J., Fairclough, N., Gee, J.Kalantzis, M. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 1: 60–92. [Google Scholar]), specifically the notions of multimodality and design, it …
In pursuit of multilingual practices
Within the context of Oaxaca, Mexico, home to 16 officially recognised indigenous languages, Spanish and English, this paper presents results of an ongoing critical-ethnographic-action-research project in two different sites: one in a semi-urban setting and the other in a rural community. This paper uses multimodal texts (photos and videos) and narratives to present ethnographic portraits of Mexican indigenous and mestizo children from Oaxaca. Ba…
Social Class in English Language Education in Oaxaca, Mexico
This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors’ own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education access, Mexican teachers of English, and the curriculum; and finally, we offer conclusions related to the p…
Changing ideological and implementational spaces for minoritised languages in higher education
Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics beh…
Co-constructing Social Justice
This article involves the work of four language educators/researchers collaborating on an ongoing longitudinal multilingual participatory action research (PAR) project in a Bachelor of Arts (BA) language teaching program in Oaxaca, Mexico. Overall, this PAR project aims at the co-construction of social justice in ELT in Mexico. In particular, it explores an approach that would encourage learners to make full(er) use of their language resources to…
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts
Multilingual practices of translanguaging – fluid, complex, and dynamic processes of using one's complete linguistic repertoire – have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of transla…
Citizenship in language testing
Las Del Istmo Son Muy Cabronas ”
Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called “modern” languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to “modernized” individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms othernes…
Mexican student-teachers’ “English” language praxicum
Unveiling the discourses of coloniality
IN ENGLISH(English) language teaching in Mexico occurs within ‘coloniality. Hence, it is imperative to raise the critical multilingual language awareness of future language teachers in terms of colonial practices. In order to promote decolonizing pedagogies, this paper presents the results of a critical-ethnographic-action-research study, whose main goal was to unveil the discourses of coloniality present in the daily lives and personal stories o…
Futuros profesores de lenguas retando el racismo epistemológico
En la educación superior, el racismo epistemológico que consiste en construir un saber occidental que restringe aquel creado fuera de esa lógica, como las epistemologías indígenas; es común encontrarlo en programas de formación de docentes de idiomas –donde predomina la enseñanza de lenguas hegemónicas como inglés o español– al interesarse escasamente en lenguas originarias. En la Universidad Autónoma “Benito Juárez” de Oaxaca, México, en su prog…
The journey of a critical-oriented ELT curriculum and the identities of teacher educators
The field of second language teacher education has recently focused on issues of social justice through different interventions in language teaching preparation programmes and the analysis of the identity formation of pre-service and in-service language teachers. However, little is known about the identities of teacher educators in second language teacher education programmes. This article, adopting a social justice and critical perspective, retr…
One Morning at a Public Elementary School in Mexico
No conflict of interest
Challenging colonial language ideologies
In Mexico, English as an Additional Language (EAL)) seems perpetuated by language ideologies evoking coloniality. Conversely, indigenous languages in Mexico are regarded as communication between “Indians” and as “incomplete languages”. Within this ELT scenario, it seems urgent that teacher-educators and especially EAL student-teachers become advocates who challenge these ideologies and their narratives. The classroom experiences of Mexican EAL st…
Reflection and Narrative-Based Writing — Critical Ethnographic Action Research as a Transformative Approach in Teacher Education in Mexico
This project examines a collaboration between two teacher educators from San Francisco, U.S.A, and a teacher educator colleague from the city of Oaxaca, Mexico. The research focuses on central tenets of an innovative approach to teacher education, Critical Ethnographic Action Research (CEAR), pioneered at Universidad Autònoma Benito Juarez de Oaxaca (UABJO), a public university in Oaxaca. The approach integrates critical reflection and critical t…
Multilingual Education and Policy (12 works) · Pedagogy (12 works) · Sociology (12 works) · Second Language Learning and Teaching (10 works) · Political science (7 works) · EFL/ESL Teaching and Learning (6 works) · Psychology (6 works) · Ethnography (5 works) · Linguistics (5 works) · Action research (4 works)