This research examines the educational practices and perceptions of two working-class Mexican transnational families currently living in a midwestern city in the United States. Findings indicate that for transnational families and their children, educational inclusion is about successfully developing the languages and language repertoires that children will need in their translocal educational institutions “here” and “there.”
Authors: Hernando-Lloréns, B., Blair, A. (WIDA)
Released January 2017