<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-7372</journal-id>
<journal-title><![CDATA[Frontera norte]]></journal-title>
<abbrev-journal-title><![CDATA[Frontera norte]]></abbrev-journal-title>
<issn>0187-7372</issn>
<publisher>
<publisher-name><![CDATA[El Colegio de la Frontera Norte A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-73722024000100102</article-id>
<article-id pub-id-type="doi">10.33679/rfn.v1i1.2384</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Learning Experiences in a Migration Context: California Adult Education in Spanish]]></article-title>
<article-title xml:lang="es"><![CDATA[Experiencias de aprendizaje en un contexto migratorio: educación de adultos en idioma español en California]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uribe]]></surname>
<given-names><![CDATA[Ana B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Arellano]]></surname>
<given-names><![CDATA[Nina Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[Erika]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Colima  ]]></institution>
<addr-line><![CDATA[Colima Colima]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ Baja California]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-73722024000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-73722024000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-73722024000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study contributes to an understanding of the motivation behind and meanings of the participation of adult migrants, based on their educational experiences within the Plazas Comunitarias program in California. Qualitative semi-structured interviews, direct observation, and a theoretical framework were conducted to guide the analysis. Making friends, learning for work, being able to help and becoming someone were the main motivations recorded. This study contributes to the scarce studies on the motivation in school education of adults and migrant adults. It demonstrates that when migrants are able to balance their time, family obligations, and financial resources, it becomes feasible to attend school and create opportunities to boost their self-esteem, and improve their social lives and living conditions. Challenges of the research include the response time to enter the Plazas Comunitarias program, and the fear of migrants to be interviewed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio contribuye a la comprensión de las motivaciones y significados de la participación de adultos migrantes a partir de sus experiencias educativas dentro del programa Plazas Comunitarias en California. Se realizaron entrevistas cualitativas semiestructuradas, observación directa y un marco teórico para orientar el análisis. Las principales motivaciones registradas fueron hacer amigos, aprender para el trabajo, ayudar y ser alguien. Este estudio contribuye a los escasos estudios sobre la motivación en la formación escolar de adultos y adultos migrantes. Se muestra que cuando los migrantes logran compaginar su tiempo, el apoyo familiar y los recursos económicos, se vuelve factible asistir a la escuela y crear oportunidades que refuercen su autoestima, su vida social y mejoren sus condiciones de vida. Los retos de la investigación incluyen el tiempo de respuesta para ingresar a las Plazas Comunitarias y el miedo de los migrantes a ser entrevistados.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[educational lag]]></kwd>
<kwd lng="en"><![CDATA[adult education]]></kwd>
<kwd lng="en"><![CDATA[immigrant students]]></kwd>
<kwd lng="en"><![CDATA[Mexican migrants in California]]></kwd>
<kwd lng="en"><![CDATA[Learning in Spanish]]></kwd>
<kwd lng="es"><![CDATA[rezago educativo]]></kwd>
<kwd lng="es"><![CDATA[educación de adultos]]></kwd>
<kwd lng="es"><![CDATA[estudiantes inmigrantes]]></kwd>
<kwd lng="es"><![CDATA[migrantes mexicanos en California]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en español]]></kwd>
</kwd-group>
</article-meta>
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