Structure, Culture, Agency, and English Language Learning among Undergraduate Students in Cancun

This chapter explores the structure–culture–agency interplay in the English language learning context of Cancun, Mexico. The body of empirical data is analysed through CR-grounded linguistic ethnography. Of specific interest are three Mexican students’ reflexive deliberations and strategies to position themselves in relation to the English language, its symbolic and economic value, and to broader structural and cultural forces, in the fulfilment of their goals. Analysis of the findings reveals the powerful influence of social class distribution partly based on ethnicity, and the role of language learner reflexivity in the adoption of diverse approaches to English language learning. The study of reflexivity in this chapter shows how agentive processes lead to different degrees of investment and successes, including resistance to and acceptance of the necessity for English in relation to Cancun’s social and economic context. Analysis also reveals English as the language of the dominant yet not fully accepted North American culture, and how it is seen a paramount tool in the fulfilment of personal and communal projects in the context of Cancun.