An overview of language in transnational boys and girls

Abstract

In the past few years it has been looking at a change of the migratory pattern Mexico - United States; from an individual that happens to be an ongoing process and individual to be circular and family. This increase in families that come and go year-on-year refers us to speak of transnational migration. Of is going to and coming are constructed transnational spaces involved among other things by the language. Within this scenario, transnational children are being enrolled in two educational systems and under two different languages, acquiring in your time valuable tools. Under this scenario this context arises this article with the main objective to analyze the role that acquires the language of the transnational children, in the home and in the schools, in both Mexico and the United States. Research responds to a logic based on the qualitative phenomenological method. We interviewed 10 transnational boys and girls, 6 parents of transnational families and 10 teachers working with pupils transnational. The results show that the linguistic resources of transnational children are being virtually ignored, this waste represents a loss of valuable resources, because it could benefit students not as transnational transnational. The acquisition of two languages is a resource that should be taken especially in schools where the children are immersed transnational, however, these advantages seem to go unnoticed for both educational systems, as for the families of the bilingual children.