Abstract

Much has been written on the effects of Mexican immigration in the U.S., but little exists regarding the ways in which transnationals, who have returned to Mexico, have adapted to and/or transformed Mexican society and the education system. This article is based on a descriptive qualitative study of five transnational teachers of English in Mexico who acquired English as children of Mexican immigrants in the U.S. The transnational cultural capital they gained in the U.S. in the form of English and U.S. cultural knowledge has proven to be highly valuable in Mexico. As teachers of English, they bring their transnational experiences and knowledge into their classrooms and teach “real” English because they assume that many of their working-class students will be forced to immigrate to the U.S. in the future. At the same time, they encourage the maintenance of English among their transnational students. The U.S. has much to learn from the Mexican education example by valuing the language and cultural skills that already exist within the confines of the U.S.

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Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 115-128
Launched on MUSE
2009-05-01
Open Access
No
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