In this article, we attempt to conciliate the issues of an audit culture that surround the postgraduate programs in Mexico through the National Council of Science and Technology (CONACyT) with highly flexible definition of the course using duoethnography. The goal being to satisfy national requirements yet retain freedom in applied research in English as a foreign language teaching. This is done through an intense process of data recycling with the student participants in a semester-long analysis. This analysis also involved a continuous editing and reediting process to try and connect all the participants’ autobiographical dots of the course to arrive at a definition.


Audit Culture, CONACyT, Duoethnography, Evaluation, Professional Practicum

Author Bio(s)

Troy Crawford holds a MA in Education from the University of London, a PhD in Language Studies form the University of Kent, Canterbury and specializes in identity and second language writing. Correspondence regarding this article can be addressed directly to: crawford@ugto.mx.

Edgar Emmanuell holds a MA in Applied Linguistics (UAEMex, Mexico), and a PhD in English Language Teaching and Applied Linguistics (University of Birmingham, UK). His research interests are centred on the interplay between classroom interactions and teacher and learner cognitions. He teaches in BA in TESOL and MA in Applied Linguistics of English Language Teaching at the Departamento de Lenguas, Universidad de Guanajuato. Correspondence regarding this article can also be addressed directly to: ee.garcia@ugto.mx.


We would like to thank the students from the Profesional Practicum course for their open participation in this research project: Diane Stukan, Diana Agredo, Omar Serna, Maria Fernada Castillo, Alexis Adriana Lozano, Perla Villegas, Luis Alejandro Figueroa, Rosalina Romo.

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