<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2017000100010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ideologías, políticas y competencia lingüística: universitarios migrantes de retorno en Sonora]]></article-title>
<article-title xml:lang="en"><![CDATA[Ideologies, policies and language competence: Return migrant college students in Sonora]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortez Román]]></surname>
<given-names><![CDATA[Nolvia Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Altamirano Ruiz]]></surname>
<given-names><![CDATA[Adriana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Loya]]></surname>
<given-names><![CDATA[Arelys Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>48</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2017000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2017000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2017000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este trabajo es hacer visible a la población de estudiantes universitarios migrantes de retorno a fin de que se implementen políticas educativas más incluyentes. A partir de la relación entre las ideologías, las políticas lingüísticas y las educativas (Kroskrity, 2000), nuestro trabajo de investigación mixto documenta las experiencias críticas (Block, 2006) de esos estudiantes universitarios en los sistemas educativos de Estados Unidos y México, específicamente Arizona y Sonora. Analizamos cómo el modelo de enseñanza Structured English Immersion, producto de las políticas legislativas contra la educación bilingüe en Arizona, dio como resultado a estudiantes competentes en el inglés en detrimento del español para fines académicos. Al regresar a las aulas en un programa de licenciatura en Enseñanza de Inglés, fue más evidente su efecto, ya que los estudiantes declararon haber pasado múltiples obstáculos en el uso del español para lograr una participación plena.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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 &#8211;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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[bilingüismo]]></kwd>
<kwd lng="es"><![CDATA[migrantes de retorno]]></kwd>
<kwd lng="es"><![CDATA[políticas lingüísticas]]></kwd>
<kwd lng="es"><![CDATA[ideologías lingüísticas]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[bilingualism]]></kwd>
<kwd lng="en"><![CDATA[return migrants]]></kwd>
<kwd lng="en"><![CDATA[language policies]]></kwd>
<kwd lng="en"><![CDATA[language ideologies]]></kwd>
</kwd-group>
</article-meta>
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