Özet:

We report findings of an ethnographic study that explored complexities of English Language Teaching (ELT) in a minority indigenous context in northwestern Mexico. The study investigated a trilingual education setting at the nexus of 2 major events: incorporation of Intercultural Bilingual Education throughout Mexico and integration of ELT into the country’s public school system. Methods included participant observation in primary-level language classes and semi-structured interviews with educators and other stakeholders affiliated with a rural school where an indigenous variety, a societal variety, and a foreign language were taught. Findings indicate that teacher agency was a powerful tool in linguistic and cultural maintenance and transforming language policy and planning at the local level. Although the spread of English may be unavoidable, with local community involvement and a school-based commitment to support linguistic and cultural maintenance, the micro language policy context can be conFigured to promote a symbiotic relationship among linguistic varieties.

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