Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
Migraciones Internacionales e-ISSN: 2594-0279

Artículos

Vol. 13 (2022): enero-diciembre, 2022

English has Always Been Present: Transnational Youths Illustrating Language Dynamics in Zacatecas, Mexico

DOI
https://doi.org/10.33679/rmi.v1i1.2410
Publicado
2022-01-30

Resumen

This paper aims at describing the impact of transnationalism on the reconfiguration of linguistic repertoires of transnational people and how this is manifested in their discursive practices, their residing communities, and the geographical places they connect. Narratives from three participants are analyzed from the perspective of translanguaging theory (Wei, 2011, 2018b), which allows to capture moments of language creativity and criticality that are then linked to the transnational dimension of the participants, exemplifying how these elements interact with each other. Through participants’ flexible languaging and metalinguistic commentaries manifested in various domains of their daily lives, their creativity and criticality emerge as natural and significant features of their routine and bilingualism.

Palabras clave

  • transnationalism
  • translanguaging
  • transnational youths
  • Zacatecas
  • Mexico

Cómo citar

Núñez Asomoza, A. (2022). English has Always Been Present: Transnational Youths Illustrating Language Dynamics in Zacatecas, Mexico. Migraciones Internacionales, 13. https://doi.org/10.33679/rmi.v1i1.2410

Derechos de autor 2022 Migraciones Internacionales

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Citas

  1. Anzaldúa, G. (2012). Borderlands/La Frontera: The New Mestiza. San Francisco, CA: Aunt Lute Books.
  2. Avilés, A. G., & Mora Pablo, I. (2014). Niños migrantes de retorno en el centro de México: explorando su identidad. Revista de Investigación Silogismo, 1 (14), 10-21.
  3. Borjian, A., Muñoz de Cote, L. M., van Dijk, S., & Houde, P. (2016). Transnational Children in Mexico: Context of Migration and Adaptation. Diaspora, Indigenous, and Minority Education, 10 (1), 42-54.
  4. Busch, B. (2015). Expanding the Notion of the Linguistic Repertoire: On the Concept of Spracherleben– The Lived Experience of Language. Applied Linguistics, 38 (3), 340-358. https://doi.org/10.1093/applin/amv030
  5. Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. Abingdon, ENG: Routledge.
  6. Chávez, J. R. (1984). The Lost Land: The Chicano Image of the Southwest. Albuquerque, NM: University of New Mexico Press.
  7. Comisión Nacional de los Derechos Humanos (CNDH). (2017). Caravana de personas migrantes Nuevo Laredo-Querétaro. Retrieved from http://www.cndh.org.mx/sites/all/doc/Programas/migrantes/Caravanas-Personas-Migrantes.pdf
  8. Cobián Lafont, A. (2018, December 14). Retornan 34 mil paisanos por Coahuila. El Sol de la Laguna. Retrieved from https://www.noticiasdelsoldelalaguna.com.mx/local/torreon/retornan-34-mil-paisanos-por-coahuila-2800800.html
  9. De Fina, A. (2016). Linguistic practices and transnational identities. In S. Preece (Ed.), The Routledge Handbook of Language and Identity (pp. 163-178). Abingdon, ENG: Routledge.
  10. De la Piedra, M. T., & Araujo, B. E. (2012). Literacies crossing borders: transfronterizo literacy practices of students in a dual language program on the USA-Mexico border. Language and Intercultural Communication, 12 (3), 214-229.
  11. Delgado Wise, R., Márquez Covarrubias, H., & Rodríguez Ramírez, H. (2004). Organizaciones transnacionales de migrantes y desarrollo regional de Zacatecas. Migraciones Internacionales, 2 (4), 159-181. https://doi.org/10.17428/rmi.v2i7.1240
  12. Despagne, C. (2010). The difficulties of learning English: Perceptions and attitudes in Mexico. Comparative and International Education/Éducation comparée et internationale, 39 (2), 55-74. https://doi.org/10.5206/cie-eci.v39i2.9154
  13. Despagne, C. (2018). “Language Is What Makes Everything Easier”: The Awareness of Semiotic Resources of Mexican Transnational Students in Mexican Schools. International Multilingual Research Journal, 13 (1), 1-14. https://doi.org/10.1080/19313152.2018.1470435
  14. Despagne, C., & Jacobo, M. (2016). Desafíos actuales de la escuela monolítica mexicana: el caso de los alumnos migrantes transnacionales. Sinéctica, (47), 1-17.
  15. Despagne, C., & Suárez, M. (2019). The adaptation path of transnational students in Mexico. Linguistic and identity challenges in Mexican schools. Latino Studies, 17 (4), 428-447. https://doi.org/10.1057/s41276-019-00207-w
  16. Duff, P. A. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57-80.
  17. Escala Rabadán, L., & Rivera-Salgado, G. (2018). Festivals, Oaxacan immigrant communities and cultural spaces between Mexico and the United States: The Guelaguetzas in California. Migraciones Internacionales, 9 (34), 37-65. https://doi.org/10.17428/rmi.v9i34.310
  18. Fouron, G. E., & Glick Schiller, N. (2002). The generation of identity: Redefining the second generation within a transnational social field. In P. Levitt & M. C. Waters (Eds.), The changing face of home: The transnational lives of the second generation (pp. 168-208). New York, NY: Russell Saga Foundation.
  19. García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Chichester, ENG: Wiley-Blackwell.
  20. García, O. (2012). Theorizing translanguaging for educators. In C. Celic & K. Seltzer (Eds.), Translanguaging: A CUNY-NYSIEB Guide for Educators (pp. 1-6). New York, NY: CUNY-NYSIEB.
  21. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, ENG: Palgrave Macmillan. https://doi.org/10.1057/9781137385765
  22. García Zamora, R., Ambríz Nava, A., & Herrera Castro, P. (2015). The return of United States migrants to Mexico: Impacts and challenges for Zacatecas. In S. Castles, D. Ozkul, & M. Arias Cubas (Eds.), Social Transformation and Migration: National and Local Experiences in South Korea, Turkey, Mexico and Australia (pp. 185-200). New York, NY: Palgrave Macmillan.
  23. Ghorashi, H. (2004). How dual is transnational identity? A debate on dual positioning of diaspora organizations. Culture and Organization, 10 (4), 329-340.
  24. Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, MASS: Harvard University Press. https://doi.org/10.4159/9780674056459
  25. Hamann, E., & Zúñiga, V. (2011). Schooling and the Everyday Ruptures Transnational Children Encounter in the United States and Mexico. In C. Coe, R. Reynolds, D. Boehm, J. M. Hess, & H. Rae-Espinoza (Eds.), Everyday Ruptures: Children, Youth, and Migration in Global Perspective (pp. 141-160). Nashville, TN: Vanderbilt University Press.
  26. Hamann, E. T., Zúñiga, V., & Sánchez García, J. (2008). From Nuevo León to the USA and back again: Transnational students in Mexico. Journal of Immigrant & Refugee Studies, 6 (1), 60-84.
  27. Hartman, A. (2003). Language as oppression: The English-only movement in the United States. Socialism and Democracy, 17 (1), 187-208. https://doi.org/10.1080/08854300308428349
  28. Hirai, S. (2014). La nostalgia: Emociones y significados en la migración transnacional. Nueva Antropología, 27 (81), 77-94.
  29. Hua, Z., & Wei, L. (2016). Transnational experience, aspiration and family language policy. Journal of Multilingual and Multicultural Development, 37 (7), 655-666. https://doi.org/10.1080/01434632.2015.1127928
  30. Itzigsohn, J., & Saucedo, S. G. (2002). Immigrant incorporation and sociocultural transnationalism. International Migration Review, 36 (3), 766-798.
  31. Jensen, B., Mejía Arauz, R., & Aguilar Zepeda, R. (2017). Equitable teaching for returnee children in Mexico. Sinéctica, (48), 1-20.
  32. Kleyn, T. (2017). Centering transborder students: perspectives on identity, languaging and schooling between the U.S. and Mexico. Multicultural Perspectives, 19 (2), 76-84. https://doi.org/10.1080/15210960.2017.1302336
  33. Levitt, P., & Glick-Schiller, N. (2004). Conceptualizing Simultaneity: A Transnational Social Field Perspective on Society. International Migration Review, 38 (3), 1002-1039. https://doi.org/10.1111/j.1747-7379.2004.tb00227.x
  34. Macgregor-Mendoza, P. (1998). The criminalization of Spanish in the United States. In A. Kibbee (Ed.) Languaje Legislation and Linguistic Rights (pp. 55-67). Amsterdam/Philadelphia: John Benjamins Publisihing Company.
  35. Makoni, S., & Pennycook, A. (2006). Disinventing and reconstituting languages. In S. Makoni & A. Pennycook (Eds.), Disinventing and Reconstituting Languages (pp. 1-41). Clevendon, ENG: Multilingual Matters.
  36. Mazak, C. M., & Herbas-Donoso, C. (2015). Translanguaging practices at a bilingual university: a case study of science classroom. International Journal of Bilingual Education and Bilingualism, 18 (6), 698-714. https://doi.org/10.1080/13670050.2014.939138
  37. Migge, B. (2016, August). Linguistic variation, integration & identity construction in contexts of migration: An assessment of current approaches. Paper presented at the 6th Sociolinguistic Summer School, Trinity College, Dublin, IE.
  38. Moctezuma Longoria, M. (2011). La Transnacionalidad de los Sujetos: Dimensiones, Metodologías y Prácticas Convergentes de los Migrantes en Estados Unidos. Mexico: Miguel Ángel Porrúa.
  39. Moctezuma Longoria, M. (2015). Menores: Unos Nacidos Aquí y Otros Nacidos Allá, pero, Todos Tienen Derechos. Zacatecas, MEX: Universidad Autónoma de Zacatecas.
  40. Núñez Asomoza, A. (2019). Transnational youth and the role of social and sociocultural remittances in identity construction. Trabalhos em Lingüística Aplicada, 58 (1), 118-138. https://doi.org/10.1590/010318138654041455172
  41. Otheguy, R., García, O., & Reid, W. (2018). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10 (4), 625-651. https://doi.org/10.1515/applirev-2018-0020
  42. Panait, C., & Zúñiga, V. (2016). Children circulating between the U.S. and Mexico: Fractured schooling and linguistic ruptures. Mexican Studies/Estudios Mexicanos, 32 (2), 226-251. https://doi.org/10.1525/mex.2016.32.2.226
  43. Pennycook, A. (2008). Translingual English. Australian Review of Applied Linguistics, 31 (3), 30.1–30.9. doi: 10.2104/aral0830.
  44. Peralta Ruiz, L. F., & Valdéz Gardea, G. C. (2012). Menores de retorno. El proceso administrativo de inscripción en las escuelas sonorenses. Movilización, migración y retorno de la niñez migrante. Una mirada antropológica, 177-214.
  45. Portes, A., & Rumbaut, R. G. (2014). Immigrant America: A portrait (4th edition). Oakland, CA: University of California Press.
  46. Revista Proceso. (2016, December 13). Personal de la CNHD acompañará a caravana de paisanos que retornan para fiestas navideñas. Author. Retrieved from https://www.proceso.com.mx/nacional/2016/12/13/personal-de-la-cndh-acompanara-caravana-de-paisanos-que-retornan-para-fiestas-navidenas-175324.html
  47. Rampton, M. B. H. (1990). Displacing the ‘native speaker’: expertise, affiliation, and inheritance. ELT Journal, 44 (2), 97-101. https://doi.org/10.1093/eltj/44.2.97
  48. Relaño Pastor, A. M. (2007). On border identities. ‘Transfronterizo’ students in San Diego. Diskurs Kindheits-und Jugendforschung, 2 (3), 263-277.
  49. Robertson, S. (2013). Transnational Student-Migrants and the State: The Education-Migration Nexus. London, ENG: Palgrave Macmillan.
  50. Samy Alim, H., Rickford, J., R., & Ball, A., F. (Eds.). (2016). Raciolinguistics: How language shapes our ideas about race. Oxford, ENG: Oxford University Press.
  51. Silverstein, M. (2015). How language communities intersect: Is “superdiversity” an incremental or transformative condition? Language & Communication, 44, 7-18. https://doi.org/10.1016/j.langcom.2014.10.015
  52. Skerrett, A. (2015). Teaching transnational youth: Literacy and education in a changing world. New York, NY: Teachers College Press.
  53. Tacelosky, K. (2018a). Teaching English to English Speakers: The Role of English Teachers in the School Experience of Transnational Students in Mexico. MEXTESOL Journal, 42 (3), 1-13.
  54. Tacelosky, K. (2018b). Transnational education, language and identity: a case from Mexico. Society Register, 2 (2), 63-84.
  55. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2017). International Migration Report: Highlights. Retrieved from https://www.un.org/en/development/desa/population/migration/publications/migrationreport/docs/MigrationReport2017_Highlights.pdf
  56. Vargas Valle, E. D. (2012). Transborder links and formal education of the urban youth population on the northern border. Frontera Norte, 24 (47), 35-61.
  57. Wei, L. (2011). Moment analysis and translanguaging space: discursive construction of identities by multilingual chinese youth in Britain. Journal of Pragmatics, 43 (5), 1222-1235. https://doi.org/10.1016/j.pragma.2010.07.035
  58. Wei, L. (2018a). Linguistic (super)diversity, post-multilingualism and translanguaging moments. In A. Creese & A. Blackledge (Eds.), The Routledge Handbook of Language and Superdiversity (pp. 16-29). Abingdon, ENG: Routledge.
  59. Wei, L. (2018b). Translanguaging as a practical theory of language. Applied Linguistics, 39 (1), 9-30. https://doi.org/10.1093/applin/amx039
  60. Wei, L., & Hua, Z. (2013). Translanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK. Applied Linguistics, 34 (5), 516-535. https://doi.org/10.1093/applin/amt022
  61. Woods, D., & Fassnacht, C. (2017). Transana (Version 3.10) . Retrieved from http://www.transana.com
  62. Zentella, A. C. (1997). The hispanophobia of the official English movement in the U.S. International Journal of the Sociology of Language, (127), 71-86. https://doi.org/10.1515/ijsl.1997.127.71
  63. Zentella, A. C. (2009, October). Transfronterizo talk: Conflicting constructions of bilingualism on the US-Mexico border. Paper presented at Swarthmore College. Dept. of Linguistics [Audio]. Retrieved from https://scholarship.tricolib.brynmawr.edu/handle/10066/14611
  64. Zúñiga, V., & Hamann, E. T. (2009). Sojourners in Mexico with US school experience: A new taxonomy for transnational students. Comparative Education Review, 53 (3), 329-353. Retrieved from https://doi.org/10.1086/599356
  65. Zúñiga, V. & Hamann, E. T. (2013). Understanding American Mexican children. Faculty Publications: Department of Teaching, Learning and Teacher Education, 359, 1-19. Retrieved from https://digitalcommons.unl.edu/teachlearnfacpub/359/
  66. Zúñiga, V., & Hamann, E. T. (2019). De las escuelas de Estados Unidos a las escuelas de México: Desafíos de política educativa en el marco de la Gran Expulsión. In J. L. Calva (Ed.), Migración de Mexicanos a Estados Unidos, derechos humanos y desarrollo (pp. 221-239). Mexico: Juan Pablos Editor/Consejo Nacional de Universitarios.