Resumo

CORTEZ ROMAN, Nolvia Ana; ALTAMIRANO RUIZ, Adriana Isabel  e  GARCIA LOYA, Arelys Karina. Ideologies, policies and language competence: Return migrant college students in Sonora. Sinéctica [online]. 2017, n.48. ISSN 2007-7033.

The objective of this research is to make return migrant university students visible in order to implement more inclusive educational policies. Based on the premise that ideologies, language policies and educational policies are intertwined (Kroskrity, 2000), this mixed method research project documents the critical experiences (Block, 2006) of return migrant college students in the U.S. and Mexican educational systems –specifically in the states of Sonora and Arizona. We analyze how the Structured English Immersion (SEI) teaching model, as a product of legislative policies against bilingual educational in Arizona, forged competent English speakers in detriment of their Spanish for academic purposes. Upon their return to a Mexican B.A. program in English Language Teaching, the detrimental effect of the SEI model became more evident to the students because of the challenges they felt in using Spanish to achieve full participation.

Palavras-chave : higher education; bilingualism; return migrants; language policies; language ideologies.

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