Forging an Identity as a Transfronterizo Student in the Context of Neoliberalism and English Language Learning at the U.S.-Mexico Border

Datos Bibliográficos

ID12763555
AutoresJennifer Lee O’donnell (0000-0002-6416-0279, Texas State University, autor de correspondencia)
Año2022
Volumen22
Número5
Páginas2215-2231
Fecha de publicación2022-07-22
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Latinos and Education (JOURNAL)
Identificadores de la revistaISSN: 1532-771X • E-ISSN: 1534-8431
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348431.2022.2102498
OpenAlexW4286670074
IdiomaEN
Citas recibidas4
Referencias citadas50

Transnational flows in people and economy have shaped the need and desire for Mexicans to learn English and so many families enroll their children in cross-border schooling. These children, known as transfronterizos, live in Mexico and cross the border each day to attend U.S. schools. Through ethnography, this article explores the experiential complications of teachers’ and pre-service teachers’ who were transfronterizos in their youth, particularly how neoliberal ways of thinking complicated their sense of identity and the function of bilingual, bicultural education in their lives

Aesthetics · Bilingual education · Context (archaeology · Ethnography · Experiential learning · Geography · Identity (music · Neoliberalism (international relations · Pedagogy · Social science · Sociology · Anthropology · Gender Studies · Global Education and Multiculturalism · Immigration and Intercultural Education · Multilingual Education and Policy