The article examines the transnational mobility experienced by two language teachers of Mexican origin, one who migrated to the United States and the other to the UK. Drawing on autobiographies and in-depth interview data, the analysis shows the complex relationship of different factors in shaping how the participants experienced their…

As teacher education programs encourage more candidates to pursue bilingual certification, a need exists to improve the ways that preservice teachers (PSTs) are prepared to teach in bilingual classrooms. Research suggests the importance of preparing PSTs in the area of linguistic ideological clarity. Scholars define ideological clarity as an…

Dual language (DL) education has been regarded as a means toward equity and social justice for linguistic minorities. Several studies, however, question if DL programs can, in fact, overcome inequities in the education of emergent bilinguals. This ethnographic study followed these inquiries and explored how translanguaging theory and pedagogy…

Drawing on life stories and classroom observations, this qualitative study examined how six bilingual maestras enacted and embodied critical biliteracies through bilanguaging love. These maestras were born, raised, and now teach bilingual education on the Texas-Mexico border. Their stories revealed contradictory and complex beliefs about literacy…

This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children's House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching…

This paper explores the construction of identity in an academic learning environment in Central Mexico, and shows how identity may be linked to non-language factors such as emotions or family. These issues are associated with elements of hybrid identity. To analyze this we draw on language choice as a tool used for the construction of identity and…

This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom…

This article provides portraits of two women on professional journeys to become bilingual teachers. Stacie Thao was born in Thailand. Nancy Aguilar was born in California, and spent some of her childhood in Mexico. Stacie's first language is Hmong, while Nancy's is Spanish. Each learned English in school, and each helped their immigrant parents…

This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacan state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous…

SINCE ONLY ONE FOURTH OF THE POPULATION SPOKE SPANISH, THE LANGUAGE OF INSTRUCTION, EDUCATION BEFORE 1955 WAS ESSENTIALLY PRECLUDED FOR 150,000 MIXTECAN INDIANS LIVING IN SOUTHERN OAXACA, MEXICO. IN 1955, 7 ELEMENTARY SCHOOLS WERE ESTABLISHED BY THE NATIONAL INDIAN INSTITUTE, WITH TEACHERS FROM THE LOCAL POPULATION AND INSTRUCTION IN MIXTECO, THE…