AcademicArticleSCO_84991776959

abstract

• © 2016 by The Regents of the University of California. All rights reserved. This article provides insights into the linguistic transitions and ruptures of migrant children in Mexican schools. The analysis focuses on children's practices and perceptions of their own difficulties when reading and writing in Spanish after spending months in schools in the United States. Using in-depth interviews and sociolinguistic analysis, the article presents the particular case of children who endure seasonal migratory circulation between Mexico and the United States, and examines the linguistic disruptions these children experience during their journey from English to Spanish literacy every school year.