<?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>S1665-109X2016000200007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos actuales de la escuela monolítica mexicana: el caso de los alumnos migrantes transnacionales]]></article-title>
<article-title xml:lang="en"><![CDATA[Current challenges of the Mexican monolithic school: The case of migrant transnational students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Despagne]]></surname>
<given-names><![CDATA[Colette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jacobo Suárez]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla Instituto de Ciencias Sociales y Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Conacyt  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<numero>47</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=S1665-109X2016000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2016000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2016000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La migración de retorno es un fenómeno de creciente importancia en México. De acuerdo con las cifras del Instituto Nacional de Migración, entre 2010 y 2014 se realizaron 1.6 millones de repatriaciones de connacionales desde Estados Unidos. Así, un número creciente de familias regresaron con sus hijos después de haber vivido y sido educados en el sistema educativo estadounidense. Una vez en México, estos niños y jóvenes se convierten en estudiantes transnacionales y, por tanto, tienen que adaptarse al sistema educativo mexicano, aprender en español, y manejar contenidos y códigos culturales distintos. En este artículo, ofrecemos una nueva perspectiva a esa línea de investigación y aportamos un análisis teórico de los desafíos educativos de la escuela monolítica desde la lingüística aplicada crítica. En primer lugar, caracterizamos demográficamente el fenómeno de los estudiantes transnacionales en México para luego abordar los desafíos identitarios y lingüísticos que esta población enfrenta en las aulas mexicanas. En seguida, discutimos posibles soluciones teóricas para fomentar la integración de alumnos transnacionales, como la creación de terceros espacios interculturales (Bhabha, 1994; Unesco, 2006), los fondos de conocimiento (González, Moll &amp; Amanti, 2005) y las multicompetencias entre alumnos (Cook, 2002). Concluimos con una reflexión sobre la necesidad de replantear el paradigma educativo mexicano para responder mejor a los desafíos de un mundo globalizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Return migration to Mexico is a growing phenomenon. According to the National Migration Institute, 1.6 Million Mexicans have been repatriated between 2010 and 2014. As consequence, hundreds of thousands of families are coming back to Mexico with their children. These children (transnational students), have grown up and studied in the United States. Today, they have to adapt to the Mexican school system, study in a different language, and learn different contents and cultural codes. This paper adds a new perspective to this research from critical applied linguistics by focusing on the educational challenges monolithic schools have to face. First, it offers a demographic description of transnational students in Mexico. Second, it focuses on their identity and linguistic challenges. Third, it discusses possible theoretical solutions, such as the creation of third intercultural spaces (Bhabha, 1994; Unesco, 2006) by including students' funds of knowledge (González, Moll &amp; Amanti, 2005) or multi-competences (Cook, 2002). Finally, we conclude with a reflection on the necessity for Mexican schools to shift their educational paradigm to be able to face the challenges of a globalized world.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desafíos]]></kwd>
<kwd lng="es"><![CDATA[escuela monolítica]]></kwd>
<kwd lng="es"><![CDATA[alumnos migrantes internacionales]]></kwd>
<kwd lng="en"><![CDATA[challenges]]></kwd>
<kwd lng="en"><![CDATA[monolithic school]]></kwd>
<kwd lng="en"><![CDATA[migrant transnational students]]></kwd>
</kwd-group>
</article-meta>
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