School and linguistic implications of migrant children
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Abstract
Migration is a social phenomenon that has a long history and is observed worldwide. In the specific case of migration between Mexico and the United States, it is not surprising to find this phenomenon embedded in various social spaces as part of the Mexican context. In this article, special emphasys has been given to elementary education, where one of the areas of research has been determined by the return of boys and girls that have lived school experiencies and academic development on both sides of the border; and are also confronted by beliefs and expectancies regarding the use of both languages at school: Spanish and English. Regarding this subject, diverse cases arise that lead to question the appearance of learning difficulties of a second language, of inclusion and socialization problems and even emotional aspects that influence in every aspect of the learning process in migrant children. It is so that this article shows the influence of teachers, parents and even the kids in these learning contexts, and also shows the implications of the before mentioned in the learning process. Analized data is taken and given from interviews of migrant children, parents, peers and teachers of two Elementary School in Morelia, Michoacán.
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Uaricha Psychology Magazine, is a quarterly publication, published by the Psychology College of the "Universidad Michoacana de San Nicolás de Hidalgo", Street Francisco Villa No. 450, Col. Dr. Miguel Silva, Morelia, Michoacán, P. C. 58110. Phone (+52) 443 312 9909, ext. 149, www.revistauaricha.umich.mx, uaricha.publicaciones@umich.mx. Responsible publisher: Roberto Oropeza Tena. Reserve of exclusive use rights No. 04-2013-070413365500-203, e-ISSN: 2007-7343, Granted by the National Institute Copyright. Responsible of the last update of this number, Computer center of the Psychology College, Ing. Erick Vidar Alva Rangel.
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