<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322018000100141</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v23n01a10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los libros de texto para la enseñanza del inglés en las escuelas primarias públicas mexicanas y su congruencia con el enfoque oficial]]></article-title>
<article-title xml:lang="en"><![CDATA[Textbooks for English language teaching in public primary schools in Mexico and their correspondence with the official curricular approach]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les manuels pour l&#8217;enseignement de l&#8217;anglais langue étrangère dans les écoles primaires publiques au Mexique et leur cohérence avec l&#8217;approche de l&#8217;État]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pamplón Irigoyen]]></surname>
<given-names><![CDATA[Elva Nora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Romero]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora Departamento de Lenguas Extranjeras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora Departamento de Lenguas Extranjeras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>141</fpage>
<lpage>157</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322018000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322018000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322018000100141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se presentan los resultados centrales de un análisis cuyo objetivo principal fue determinar la congruencia de los libros de texto de inglés que se utilizan en las escuelas públicas mexicanas con el enfoque sociocultural propuesto en el currículo oficial para el área de lenguas, en comparación con los textos empleados para la enseñanza del español en dichas escuelas. Si bien este trabajo forma parte de un proyecto de investigación cualitativa sobre la enseñanza del inglés en las escuelas primarias públicas mexicanas más amplio, aquí se aborda solo lo relacionado con el análisis de los libros de texto. Para el análisis se diseñó una guía basada en los elementos que, según Richards y Rodgers (2009), caracterizan los distintos modelos o enfoques de enseñanza. Los resultados sugieren que los libros de texto para la enseñanza del inglés empleados en las escuelas primarias públicas mexicanas son insuficientemente congruentes con el enfoque sociocultural estipulado en la normatividad oficial, a diferencia de los utilizados para la enseñanza del español. Derivado del análisis, al final del artículo se enuncian algunas recomendaciones y sugerencias para la formación y el desarrollo profesional de los docentes de inglés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents findings from an analysis of textbooks used to teach English in public primary schools in Mexico. The analysis, which was part of a broader qualitative research study, focused on comparing the methodology used in the English and the Spanish course books that are part of the language area of the curriculum and share a sociocultural teaching approach. For this purpose, guidelines were defined using some of the elements which according to Richards &amp; Rodgers (2009) characterize language teaching methods and approaches. The findings suggest that the textbooks used to teach English in the public primary schools do not adequately support or align with the sociocultural framework that is required by the official curriculum, in comparison to the Spanish textbooks. Based on this analysis, the article concludes with some considerations and recommendations about this topic and the professional development of the English teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article présente les résultats d'une analyse des manuels utilisés pour enseigner l'anglais dans les écoles primaires publiques au Mexique. L'analyse, qui a fait partie d'une étude de recherche qualitative plus large, s'est concentrée sur la comparaison de la méthodologie utilisée dans les livres de cours d'anglais et d'espagnol qui font partie du domaine des langues du curriculum et partagent une approche d'enseignement socioculturel. À cette fin, des lignes directrices ont été définies en utilisant certains des éléments qui, selon Richards &amp; Rodgers (2009), caractérisent les méthodes et approches d'enseignement des langues. Les résultats suggèrent que les manuels utilisés pour enseigner l'anglais dans les écoles primaires publiques ne soutiennent pas ou ne s'alignent pas tout à fait sur le cadre socioculturel requis par le programme officiel, en comparaison avec les manuels scolaires de l&#8217;espagnol. Sur la base de cette analyse, l'article se termine par quelques considérations et recommandations sur ce sujet et sur l&#8217;épanouissement professionnel des enseignants d'anglais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[libros de texto]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[enfoque sociocultural]]></kwd>
<kwd lng="es"><![CDATA[escuelas primarias públicas]]></kwd>
<kwd lng="es"><![CDATA[educación en México]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA[English teaching as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[sociocultural approach]]></kwd>
<kwd lng="en"><![CDATA[public primary schools]]></kwd>
<kwd lng="en"><![CDATA[education in Mexico]]></kwd>
<kwd lng="fr"><![CDATA[manuels]]></kwd>
<kwd lng="fr"><![CDATA[enseignement de l&#8217;anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[approche socioculturelle]]></kwd>
<kwd lng="fr"><![CDATA[écoles primaires publiques]]></kwd>
<kwd lng="fr"><![CDATA[éducation au Mexique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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