Nelly Paulina Trejo Guzmán, Alberto Mora Vázquez, Karla Lorena Andrade Rubio
{"title":"Navigating the transition from the American into the Mexican educational system: Transnational students’ experiences","authors":"Nelly Paulina Trejo Guzmán, Alberto Mora Vázquez, Karla Lorena Andrade Rubio","doi":"10.1080/15235882.2023.2225455","DOIUrl":null,"url":null,"abstract":"ABSTRACT Over the last decade, unprecedented numbers of students of Mexican origin have been transitioning from the U.S. to Mexico. The presence of these students in Mexican schools has raised concerns regarding the challenges they face and the possible squandering of their linguistic and cultural asset. In this article, we contribute to an understanding of the question of why some individuals experience this transition as difficult, but not others. Drawing on a research project about the experiences of migrant students in public elementary schools of Tamaulipas, Mexico, we analyze how migrant children’s narratives portray the interrelationship between migratory moves, schooling experiences, and the implications this has for their bicultural and bilingual identities. The phenomenological approach of the study suggests that participants’ narratives emphasize the interplay between individual identities and the wider sociolinguistic, institutional and political context, which lead to divergent processes and outcomes of their transition. Implications for further research and policy are outlined.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"142 - 157"},"PeriodicalIF":1.7000,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Bilingual Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15235882.2023.2225455","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT Over the last decade, unprecedented numbers of students of Mexican origin have been transitioning from the U.S. to Mexico. The presence of these students in Mexican schools has raised concerns regarding the challenges they face and the possible squandering of their linguistic and cultural asset. In this article, we contribute to an understanding of the question of why some individuals experience this transition as difficult, but not others. Drawing on a research project about the experiences of migrant students in public elementary schools of Tamaulipas, Mexico, we analyze how migrant children’s narratives portray the interrelationship between migratory moves, schooling experiences, and the implications this has for their bicultural and bilingual identities. The phenomenological approach of the study suggests that participants’ narratives emphasize the interplay between individual identities and the wider sociolinguistic, institutional and political context, which lead to divergent processes and outcomes of their transition. Implications for further research and policy are outlined.
期刊介绍:
The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.