One of the main controversial issues in the field of teaching English as a foreign language in México is the decision to use students' mother tongue as a means and an aid for language teaching instruction. On these grounds, the purpose of this study was to explore undergraduate students' preferences and perspectives towards the use of their mother…

English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is…

For more than 20 years, traditional medicine of Mexico, the U.S. Southwest and other countries has been taught as a series of academic course at the University of New Mexico in Albuquerque in the United States. These courses focus on traditional uses of healing plants and rituals for students in higher education and the community. These courses…

Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school's work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal's vision. We observed the presence of a colonial legacy, decolonial…

This article presents findings of a qualitative study about students' language ideologies in a transitional bilingual education (TBE) programme located in the US-Mexico border. Although officially regarded as 'TBE', results show that both ideologies and practices resemble an English monolingual form of education where only the English language is…

This article investigates how engaging students to discuss topics that reflect their ideologies in lingua franca (LF) virtual exchanges can help facilitate global citizenship development. A six-week virtual exchange is explored with students from universities in Mexico, Poland, Spain, and the USA. This study utilizes five key elements of…

Transnational students, that is, those who have had one or more years of schooling in the US and are now in school in Mexico, make up a sizeable and growing population. For these students, the language of the home, Spanish, abruptly becomes the language of school and what was the language of school and socialization outside the home, English, is…

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

The study examines performance on an evaluation instrument for classroom use for the purpose of improving instruction that focuses on awareness of language in reading and writing. Findings are reported on the piloting of the first in a series of literacy assessments with students from a rural elementary school in Ecuador. All students who…

This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and…

This article starts with an overview of the sociolinguistic situation in Latin America as a context for language policy and planning (LPP) decisions in the academic field. Then it gives a brief overview of the language policy challenges faced by universities to cope with neoliberal internationalisation. A conceptualisation of the domain as a…

This article critically examines bilingual, intercultural education policies and practices in El Salvador and Mexico. In the context of legacies of assimilation and neoliberal homogenization, certain kinds of citizenship become prioritized over others. This is visible where performances of local identity clash with state mandates about educational…

This article focuses on language displacement in the High Mountains of Central Veracruz. It begins by presenting a brief historical account of the Nahuatl presence in the region in order to distinguish this group from other Nahuatl-speaking groups. Later, it describes the situation of language loss that is currently underway and argues that the…

This article explores the "geographies of difference" at LI-NSU, a Mexican university program where English is the predominant language of instruction. The interactions between LI-NSU students and students from other programs are marked by themes of national identity and symbolically charged views of English, creating a contested…

Based on ethnographic fieldwork research of the authors in schools in Chiapas, Mexico, the article provides an overview of efforts being made to address the unique educational needs of Mexico's Indigenous populations through intercultural bilingual education programs. The article examines the Indigenous teachers' commitment to intercultural…