The adaptation path of transnational students in Mexico: Linguistic and identity challenges in Mexican schools

Abstract

Transnational students constitute a growing population in Mexico. They are part of the returning flow of immigrant families moving from the United States back to Mexico. As students, transnational children represent a challenge to Mexico’s education system as they encounter major identity and linguistic barriers in school settings. Drawing on the literature of bilingualism and positioning theory, we analyze the adaptation process of nineteen Mexican–American youth enrolled in high school from a retrospective perspective. Our findings demonstrate that multiple ruptures occurred upon arrival. First, the students’ lifestyles and family dynamics changed drastically. At school, students are seen as “different” by their peers and teachers, which triggers feelings of rejection and superiority. Yet, student’s narratives also show a path of agentivity during the adaptation process through the use of language: transnational students learn to reposition themselves by developing their skills in Spanish and making use of their abilities in English.