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Transfronterizo Teachers of English in the Borderlands: Creating a Mundo Zurdo
Profesores/as de inglés transfronterizos/as en zonas fronterizas: creando un mundo zurdo
DOI:
https://doi.org/10.15446/profile.v26n2.109157Keywords:
borderlands, mundo zurdo, transfonterizo teachers, transnationalism (en)mundo zurdo, profesores/as transfronterizos/as, transnacionalismo, zonas fronterizas (es)
Cross-border migration is increasing in a globalized world. On the physical borderlands, migration across and between borders occurs on a habitual basis. This qualitative study employs semi-structured interviews to explore how three transfronterizo teachers along the U.S.-Mexico borderlands draw on their backgrounds and lived experiences as they go about in their English teaching practices. Findings suggest that the diverse lived experiences of the three teachers allow them to develop a particular knowledge, consciousness, and agency in creating a third space, or a mundo zurdo, in which they advocate for their transfronterizo students.
La migración transfronteriza está incrementando en un mundo globalizado. En las zonas fronterizas físicas, la migración entre fronteras ocurre de manera habitual. Este estudio cualitativo emplea entrevistas semiestructuradas para explorar cómo tres profesores/as transfronterizos/as a lo largo de la zona fronteriza de Estados Unidos y México incorporan su pasado y sus vivencias al desempeñarse en sus prácticas docentes de inglés. Los resultados sugieren que las diversas vivencias de los tres profesores les permiten desarrollar conocimiento, conciencia y poder al crear un tercer espacio, o un “mundo zurdo”, en el cual abogan por sus estudiantes transfronterizos/as.
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