Transnational students constitute a growing population in Mexico. They are part of the returning flow of immigrant families moving from the United States back to Mexico. As students, transnational children represent a challenge to Mexico’s education system as they encounter major identity and linguistic barriers in school settings. Drawing on the literature of bilingualism and positioning theory, we analyze the adaptation process of nineteen Mexican–American youth enrolled in high school from a retrospective perspective. Our findings demonstrate that multiple ruptures occurred upon arrival. First, the students’ lifestyles and family dynamics changed drastically. At school, students are seen as “different” by their peers and teachers, which triggers feelings of rejection and superiority. Yet, student’s narratives also show a path of agentivity during the adaptation process through the use of language: transnational students learn to reposition themselves by developing their skills in Spanish and making use of their abilities in English.

中文翻译：

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墨西哥跨国学生的适应路径：墨西哥学校的语言和身份挑战

跨国学生构成了墨西哥不断增长的人口。他们是从美国迁回墨西哥的移民家庭回流的一部分。作为学生，跨国儿童在学校环境中遇到主要的身份和语言障碍，因此对墨西哥的教育系统构成了挑战。借鉴双语和定位理论的文献，我们从回顾的角度分析了 19 名就读高中的墨西哥裔美国青年的适应过程。我们的研究结果表明，到达时发生了多次破裂。首先，学生的生活方式和家庭动态发生了巨大变化。在学校，学生被同龄人和老师视为“不同”，这会引发拒绝和优越感。然而，