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The mono-national design of the school clarifies how and why transnationally mobile students are classified in the United States as English language learners, limited English proficient, ESOL students, etc. Because of these identities, they are not migrant; they are not Mexican, let alone Oaxacan, Veracruzian, Mayan, or Zapotec3. Their school identity is a product of the national imperative of schooling to make foreign-origin students into students who fit within American norms and standards as quickly as possible. In turn, the proof of their successful integration is that they speak, read, and write standard English. On the other hand, these same students are given a second U.S. identity, they are classified as Hispanic or Latino (Oboler, 1995). These categories contain expectations, definitions, and parameters, per the racialized hierarchy of contemporary American society.