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Global Brokers with Language Power: Migrant English

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Global Brokers with Language Power: Migrant English GLOBAL BROKERS WITH LANGUAGE POWER: MIGRANT ENGLISH TEACHERS IN GUADALAJARA, MEXICO By TROY M. WILSON A thesis submitted in partial fulfillment of the requirements for the degree of MASTERS OF ARTS IN ANTHROPOLOGY WASHINGTON STATE UNIVERSITY Department of Anthropology MAY 2004 © Copyright by Troy M. Wilson, 2004 All Rights Reserve To the Faculty of Washington State University: The members of the Committee appointed to examine the thesis of Troy M. Wilson find it satisfactory and recommend that it be accepted. ______________________________________ (Chair) ______________________________________ ______________________________________ ii ACKNOWLEDGEMENTS I am indebted to the faculty and students of the Department of Anthropology of Washington State University for providing an environment of intellectual stimulation and encouragement throughout the last two years. I wish to acknowledge my gratitude to Dr. John Bodley and Dr. Jeannette Mageo for their advice and support as members of my Master’s thesis committee, and Dr. Mark Collard for taking an interest in my development as a student during my second year. I am most deeply appreciative of Dr. Nancy McKee’s unrelenting guidance and encouragement throughout all phases of the research and analysis. More than anything, it was the ideas, stories, and lessons shared in College Hall room 367 that made me know that I wanted to be an anthropologist. Anthropological research necessarily intrudes into the private lives of the people studied. I am deeply grateful to the migrant English teachers and language school employees in Guadalajara for their hospitality, forbearance, and willingness to work with me. These sentiments of gratitude would be incomplete without mentioning my colleagues and friends with whom I have collaborated on many anthropological issues near and far from the subject of this thesis: Brad Wazaney, Matt Wanamaker, Michael Kemery, Benedict Colombi, Neal Endacott, Courtney Meehan, Meagan McGuire, Matt Landt, Sloan Craven, Matt Glaude, Jennifer Keeling, Natalie Kornmeyer, Doug Kornmeyer, Jorge Michel Marquez, Ryan Duke, Pasitos Wells, Dallas Sanders, Kyle Dale, Kelly Risse, Seth Hanser, and Jason Heffernan. iii GLOBAL BROKERS WITH LANGUAGE POWER: MIGRANT ENGLISH TEACHERS IN GUADALAJARA, MEXICO Abstract By Troy M. Wilson, MA Washington State University May 2004 Chair: Nancy McKee Global demands for English language teachers allow English speakers to migrate to any one of the majority of nations to teach English. Migrant English teachers’ (MET) reasons for relocating contrast with those discussed in the migration studies literature: METs rarely migrate out of economic or political necessity, but out of personal inclination. They are elite migrants in a working class world. Moreover, the MET’s position within the milieu of power relations in any destination society is not so much determined by his/her culture of origin as by the structure of the situation in which the MET embeds him/herself. This thesis modifies Wolf’s analysis of “power-brokers,” to assess the MET’s position in Guadalajara society. In drawing on over three years experience within Mexico’s English teaching industry and interviews with 105 METs in Guadalajara, Mexico, I examine connections between general global processes and MET lives in Guadalajara to demonstrate that METs are best perceived as brokers mediating between local learners and a global society operating in a global code—English. iv TABLE OF CONTENTS Page ACKNOWLEDGEMENTS……………………………………………………….……..iii ABSTRACT……………………………………………………………………….……..iv LIST OF TABLES AND FIGURES……………………………………………….…….ix CHAPTER 1. INTRODUCTION…………………………………………………………….…..1 The Aims of this Thesis…………………………………………………….…1 My Theoretical Framework and Two Power Theorists…………………….…3 Codes and Migration……………………………………………………….….7 Fieldwork and Methods……..………………………………………………...9 2. POWER BROKERS WITH CODE POWER …………………………………...11 Theory: Power Brokers in a Complex Society………………………………12 Brokers equipped with the Global Code…………………………………….15 Domains and Forces of Power Brokers……………………………………...20 3. THE RISE OF ENGLISH AND ELT……………………………………………23 Two Theories of English Spread……………………………………………..24 The Rise of Commercial Elites………………………………………………27 British Expansion and the Americas…………………………………………29 Colonial Education and Language Policy……………………………………31 The US: A Dominant Culture………………………………………………..33 ELT, Professionalism, and the Promotion of English……………………….34 v English as a Dominant Language……………………………………………36 Language Schools and Wall Street Institute………………………………....39 4. MIGRATION, POWER AND DECISION-MAKING……….……………….…41 A History of Movement……………………………………………………...42 Marginalization of Migrations Studies………………………………………45 Migration: Theoretical Foundations…………………………………….…...48 Modernization Theory in Migration Studies…………………………………50 Dependency Theory and World Systems Theory in Migration Studies……..54 Articulation Theory in Migration Studies……………………………………55 Migration and Globalization…………………………………………………57 Migration and Power………………………………………………………....60 5. ELITE PLAY IN MEXICO……………………………………………………...62 Nahuatl and Aztec Sources…………………………………………………..63 Caudillos, Criollos, and Chaos……………………………………………….64 Porfirio’s Imperium: 1876-1911……………………………………………..66 Hacendados, Rurales, and Cientificos……………………………………….68 US and British Investment in Mexico…………………………………….….69 The New Constitution Waits for Cardenas…………………………………..74 Education, Vasconcelos, and the Mexican Revolution………………………76 “Lo Mexicano”—Gamio, Ramos, and Paz…………………………………..78 Erasing Cardenas and Shifting to the Right………………………………….80 Bracero, Maquila, and Depending on Oil……………………………………81 Meeting of the Minds and Free Trade………………………………………..83 vi Rebellion and Resistance…………………………………………………….86 Presidente Vicente Fox………………………………………………………89 6. MIGRANTS IN GUADALAJARA AND THEIR STORIES…………………...91 ELT in Mexico……………………………………………………………….91 Language Schools in Guadalajara……………………………………………93 Steve Stimps…………………………………………………………………95 Cindy Martin………………………………………………………………..102 Silvia Whittaker…………………………………………………………….107 Charlie Preston…………………………………………………………...…111 7. IN HINDSIGHT: WHY GO TO GUADALAJARA?………………………….115 Age and Sex………………………………………………………………...117 Nationality and Origin…………………………………………………...…119 MET Social Networks……………………………………………………...121 Travel, Retiring, and a Change of Pace…………………………………….126 Socioeconomic Status and Dating/Mating Strategies………………………129 8. A SOCIAL FIELD AND RHYTHMS OF MIGRANT LIFE………………….134 The Social Field…………………………………………………………….134 Schools, their Accommodations, and MET Homes………………………...136 A Notion of Superiority and a Few Routines……………………………….141 The Despedida Party………………………………………………………..145 9. ARENA AND POWER………………………………………………………...147 Language and Power………………………………………………………..147 Arenas of Interaction………………………………………………………..151 vii 10. CONCLUSIONS……………………………………………………………….157 REFERENCES…………………………………………………………………………163 viii LIST OF TABLES AND FIGURES TABLES 1.1 Cultural Worlds, Scale, and Cultural Process……………………………………...…6 3.1 Countries in which English has Official Status……………………………………..38 5.1 Total U.S. Direct Investment in Mexico, Selected Years, 1929-1967………………81 5.2 Carlos Salinas’ Economic Cabinet: 1988-1993……………………………………..84 7.1 105 Interviews grouped by age, gender and nationality…………………………...118 7.2. MET Education: High school, College, and TEFL programs. …………………...122 FIGURES 3.1 English Spread: Three Concentric Circles………………………………………….37 8.1 The MET Social Field in Guadalajara, Mexico……………………………………135 ix Dedication This thesis is dedicated to all those who voted me the “big mouth” of the family: Mom, Dad, Todd, Dana, and Scott. x xi CHAPTER ONE INTRODUCTION The Aims of this Thesis This thesis aims to cast light on a type of migrant who is yet to be considered by scholars: the migrant English teacher (MET). Its goal is threefold: 1) to unfold and theoretically review macro-level histories of societal arrangements, relationships, and transformations pertaining to migration, the English language, and Mexico; 2) to elucidate the MET’s position—social, political, and economic—in Guadalajara, Mexico, as revealed through micro-level fieldwork; and 3) to examine connections between migrant lives in Guadalajara and general global, historical processes. Ultimately, METs’ position within the milieu of power relations in Guadalajara, Mexico is not so much determined by their culture (of origin) as by the structure of the situation in which they embed themselves. My experience in the English language teaching (ELT) industry in Guadalajara, Mexico from 1999 to 2002, and again for 3 months of fieldwork in the summer of 2003, has given me privileged vision of MET behavior and their participation in both the ELT industry and Mexican society. Some of the questions that this thesis tackles are the following: Who migrates to teach English in Mexico? Which forces play a role in the decision to migrate? What are the rhythms of migrant life? Who do they interact with throughout their days? Where do these interactions take place? What is the nature of these interactions? What is the migrant’s position in Guadalajara society? How does this micro-level analysis of METs in Guadalajara, Mexico, relate to global, current theories of 1 migration, English spread, and globalization? From global to local, from macro to micro, this thesis’ ultimate goal is to assess the MET’s position in Guadalajara society. The first half of this thesis provides an appropriate global, historical context in order to present migrant English teachers
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