The Similarities and Differences Between Language Acquisition in Mexico and Indonesia

SIMILARITIES & DIFFERENCES BETWEEN LANGUAGE ACQUISITION IN MEXICO AND INDONESIA
Review on Journal and Youtube of Young EFL students' engagements with English outside the classroom.
Author; Peter Sayer and Ruth Ban

SIMILARITIES & DIFFERENCES BETWEEN LANGUAGE ACQUISITION IN MEXICO AND INDONESIA
Review on Journal and Youtube of Young EFL students' engagements with English outside the classroom.
Author; Peter Sayer and Ruth Ban
https://www.youtube.com/watch?v=IdiIZypOX7o

Reviewer: Tatu Zakiyatun Nufus

MEXICO
The Ministry of Education in Mexico has recently included English as an additional language as part of National Curriculum for Primary grades to six which called as National English Programme for Basic Education (PNIEB) and it reflect the global trend towards a greater emphasis on teaching English earlier in the school curriculum. (enever, Moon, and Raman, 2009). This program represent the largest expansions of English language instruction and replace the policy of elite bilingualism to macroacquisition (sayer 2014).
Another aspect of PNIEB is about its adoption of sociocultural curriculum, where the curriculum applied in grade 7-9 has been based on communicating language approach that taken from BANA (English --speaking)countries without tailoring to local context, in this case, the PNIEB takes a step further by asking teacher to design the material and outcome that based on the mexican social context.
The new programme invite any criticts. Including the cost of programme, reducing other subject, no provide chance to practice English outside the classroom  and it cause the programme's proficiency objectives are not realistic.
The writer did ethnographic study to see the sociocultural that emphasis the curriculum and look for way to attune the contents of new programme to the actual live of Mexican students,to measure this, the writer conceptualize the impact of the program in term of the children's engagements with English. To find out how children actually engaged with English beyond the classroom  with the question what do children with English when the teacher is not around?

DESIGN
The researcher took 61 students from grade 5-6 in 15 different school in Mexico that represented urban, suburban, and rural areas who begun the programme in first or second grade. The students are asked to talk about their English class and teacher as well as their view about learning and using English. beside them, the parents also asked about the programme that has been run among the students.
1.What children do with English when the teacher is not around?
It's not like the kids who go to United states; they have it all around them. here, the students leaves my room and doesn't think about English again until next class, because there's no chance to practice.
Based on the view above, One of the result that the students use English for many functions and modalities outside the school context that the teacher didi not seem to be aware of. They use English for communicative function in their lives. Moreover, students are using different tools to solve linguistic problems with English. Such as, listening to the music, playing and watching video games, internet use, google translate, watching television or cartoon. Books, clothing tag, communicating with family member in the US, watching youtube, / Ipod TV, singing karaoke, taking a Disney English course and wring emails with English.
The relationship between the children studying English in Primary school and using English in daily live seem to form a kind of positive feedback loop, the classes seemed to help them resolve linguistic challenge they encounter with English outside classroom. The students have more access to things they like, movies, songs and video games, English become less of an academic subject that you study, and this finding similar attitudes documented among younger l2 English learner in Iceland. (Lafever 2009)
Three effects that extend beyond the classroom and the benefit of study English from a younger age.
1.A positive disposition towards English and willingness to look for opportunities outside the class to practice it.
2.Ability to use emerging linguistic resources and technological tools to understand English in authentic communicative context
3.Access to a greater range of sociocultural possibilities through English, such as internet

2.Connecting learning English in and out of the classroom.
The PNIEB in public elementary school in Mexico, rush to include EFL in their curricula which premised on a more and earlier approach (hamid, 2010) to teaching English. They ought to take more English classes and start to learn it younger. It cause a critics that this approach will be expensive and difficult to implement, especially for underfunded education systems where only a few teacher who speak English, they argue that the more and earlier argument is based on popular conception of how second language are acquired.
A younger children learn like "language sponge" and better for them to start earlier and it the empirical study stated that starting learning earlier with small amounts of formal language instruction (less than three hours per week) in non- English environment leads to great acquisition than starting later (Pinter 2006).
In this case, one way of looking at the success of an early EFL programme is to examine what sorts of engagements children have with English outside the school setting. And it is similar with what Gonzalez, Moll, and Amati (2005) that what the children like to do with English when she/ he is not around with a term "household funds of knowledge approach" it can be done by developing pedagogies that build from the lived experienced and know-how our students and their families and communities. In addition teacher also link and balance between receptive and productive skill in class activity. As Pinter (2006) explains that incorporation of students' out of school L2 practices entails the teacher giving up some control in order young learner have choice and voice in the lesson and class activity.

SIMILARITY
MEXICANINDONESIAN
1.English is taught as additional or compulsory subject from kindergarten to 6
2.EFL is part of curriculum that applied in school
3.English is taught 3 hours per week
4.Less English teacher who has good pedagogy in teaching language
5.The teacher teaches English as foreign language (EFL) not as second language (ESL)
6.Media of video game can used to make interaction among students.
7.The learners use English outside the classroom from movie, music, video game, Youtube, etc.
8.The learner used google translate/ dictionary to assist them in translating the words from movie or music t
1.English is a compulsory subject from Kindergarten to 6
2.EFL is a part of curriculum that applied in school
3.English is taught 3 hours per week
4.Only few teacher who are able to teach English well and some teachers still focus on sentence form
5.The teacher teaches English as foreign language (EFL) not as second language (ESL)
6.The learners use English outside the classroom from movie, music, video game, Youtube, etc.
7.The learner used google translate/ dictionary to assist them in translating the words from movie or music

DIFFERENCES
MEXICANINDONESIAN
1.The lesson is adapted from sociocultural curriculum.
2.The students learn English through daily activity such as listening to the music, watching you tube, etc when the teacher is out of class.
3.Mexican learners acquire B1 and B2 after they have Basic education of Language that provided by National English Programme1.The lesson is taken based on students' need
2.The students learn English on what teacher did, and students do nothing when teacher are not around.
3.Indonesian students have not specific requirement in acquiring B1 and B2 in language.