'I Was Lucky to Be a Bilingual Kid, and That Makes Me Who I Am:' The Role of Transnationalism in Identity Issues

Autor/inn/en	Mora Vázquez, Alberto; Trejo Guzmán, Nelly Paulina; Mora-Pablo, Irasema
Titel	'I Was Lucky to Be a Bilingual Kid, and That Makes Me Who I Am:' The Role of Transnationalism in Identity Issues
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 5, S.693-707 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mora Vázquez, Alberto) ORCID (Trejo Guzmán, Nelly Paulina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1510893
Schlagwörter	Bilingualism; Self Concept; Personal Narratives; Teacher Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Migration; Foreign Countries; Correlation; Personal Autonomy; Educational Experience; Spanish; Code Switching (Language); Citizenship; Biographies; Professional Identity; Career Choice; Biculturalism; Language Skills; Mexico; United States + Suchen Sie Ihr Suchwort? Bilingualismus; Selbstkonzept; Erlebniserzählung; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Korrelation; Individuelle Autonomie; Bildungserfahrung; Spanisch; Staatsbürgerschaft; Biography; Biografie; Biographie; Bikulturalität; Language skill; Sprachkompetenz; Mexiko; USA
Abstract	This paper reports on the findings of research aimed at examining the life stories of teachers who have experienced migration moves between Mexico and the U.S. and are currently engaged in English Language Teaching in Mexico. Drawing from a larger research project into the transnationals' learning trajectories in two Mexican states, the study presents three life stories to illuminate three broad transnationalism patterns leading to the achievement of different levels of investment in social, educational and professional practices. The paper uses a theoretical framework based on the interrelationship between transitions, identity, and agency to analyse how participants' interpretations of transnational experiences facilitate or hinder their engagement in social, educational and professional activities. Main findings support Casinader's (2017) perspective of transnationalism as a 'dynamic instability' showing that transnationalism is achieved differently by each of the participants. Participants' stories revealed that this has profound implications for their levels of investment since their subjective interpretations of life experiences played an important role in their levels of social, cultural and professional involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01