Context-Based Pedagogy: English Teaching Methodologies Adapted to Diverse Socioeconomic Realities in Mexican Public Higher Education

This preprint examines the mismatch between institutional English language curricula and the heterogeneous realities of students in Mexican public higher education. Drawing on critical pedagogy and fifteen years of classroom experience, the paper analyzes how CEFR-based assumptions, credential-driven assessment practices, and unaddressed literacy gaps undermine authentic language acquisition. It proposes context-responsive teaching strategies that prioritize reading comprehension, differentiated learning pathways, literacy development, and growth-based evaluation. The study argues for institutional and pedagogical shifts that align English teaching methodologies with students’ actual linguistic, socioeconomic, and educational conditions.