possible for EGP teachers to reconstruct their identities
Teachers can actually change how they see themselves and how they teach depending on the situation.
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go.gale.com go.gale.com
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teacher identity has become a site of struggle
Teachers are stuck between different ways of teaching and it creates confusion or tension for them
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might be insufficient to prepare students for success in an increasingly complex world
Just learning skills isnt enough anymore. Students need deeper thinking and understanding to actually understand.
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skill-based approaches to learning and teaching EGP would increase probability of being employed,
Teaching skills can help students get jobs, but thats not the full picture.
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students' abilities to learn and to apply English in managing communication situations at work
The goal isnt just about learning English. Its about actually being able to use it in real life.
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relatively limited attention has been given to the (re)construction of EFL teachers' identities
People havent really studied how english teachers change or develop their identity over time, so theres a gap in research.
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research tends to converge on three major issues
All the research is kind of agreeing on 3 min things about teacher identity, so this is setting up what those are going to be.
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Language teacher identity (LTI) is considered a critical element
This is saying that being a teacher isn't just about teaching. Your identity as a teacher actually matters a lot in how you teach and grow.
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go.gale.com go.gale.com
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Section 4 describes our qualitative, multi-sited methodology and analytical strategy.
This explains how they are studying the issue.
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remarkable agency that young return migrants deploy to navigate and resist adverse contexts.
These students know how to figure things out themselves.
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age of emigration, age of return
When they move affects how they learn and adjust
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variation in their experiences and identifying the variables that produce divergent outcomes.
The article sees these students as strong and capable, not lacking
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“hypervisible and yet invisible”
They stand out but still being ignored by the system.
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extend beyond the academic, spilling into the linguistic, identitarian, and social dimensions, frequently generating significant social suffering
Their struggles aren't just in school, it affects their whole life.
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must develop their own strategies for acquiring Spanish
Students in Mexico are basically on their own to figure out.
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contrast to the U.S. education system
The U.S handles language learning better than mexico.
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only English as a Foreign Language (EFL)
They only teach English not both languages equally.
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no public bilingual or dual-language schools
There aren't real programs to support bilingual schools.
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placed at a significant disadvantage
These students fall behind because they dont fit the system
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one “normal” and “correct”
theres no acceptance for different ways of speaking.
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ngle dominant linguistic code—Mexican Spanish
Schools expect everyone to speak perfect spanish
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transnationalism
The idea of people living between different countries and cultures.
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transnational students
Students who have lived and learned in more than one country
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monolingual and monocultural—nature
The system only cares about one language and one culture
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lack of support programs
Schools in Mexico dont have enough help for these students.
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not experienced as a homecoming but rather as a migration to a country that is paradoxically both familiar and alien
Returning doesnt feel like home, they feel out of place.
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1.5 generation
These are students raised in the U.S but now living in mexico
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significant demographic shift,
Mexico is changing because more people are coming instead of leaving.
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language, belonging, and identity.
The article focuses on how language affects where people feel they belong and who they are.
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clash between transnational life trajectories and national education systems
The school system doesnt match the reality of students who move between countries.
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“I left for the U.S. when I was practically 7 months old, so I didn’t know how to speak Spanish.”
This shows how return students can feel disconnected from their home country because of language.
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