Transnational students: a new dynamics of interaction in the EFL classroom from an appraisal perspective
Galicia Ramos, Alejandra Jacqueline
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"The existence of Mexican students with academic experience in American schools is becoming common in Mexican institutions due to the new patterns of migration. In the past, men left their families and migrated to the United States in search of better opportunities. However, in the last two decades complete families have temporarily settled in the US (Hamann & Zúñiga, 2006). When families return to Mexico, the reinsertion of youths into the Mexican educational system represents a challenge for both these transnational students (TSs) and for the institutions who host them. Teachers may help TS to integrate into the “new” system but according to (García & Zúñiga, 2010) it seems they are ignored. Some studies have analyzed this issue under sociological and anthropological perspectives (e.g., Hamann & Zúñiga, 2006; 2008; 2010; Hamann, et al., 2008; Kral & Solano, 2013); others have explored the experiences of Mexican or Mexican-American students in American schools (e.g., Helgesen, 2009; Losey, 1995; Onoda & Rionda, 2007; Siguan, 2003). Finally, English Language Teaching (ELT) studies have touched it with the perspective of multilevel classes (e.g., Mathews-Aydinly & Van Horne, 2006; Joyce, 2010 & Roberts, 2007)."
- Tesis de Maestría 4739
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