ABSTRACT This article maintains that in spite of their seeming progress, Mexican-origin students in the US continue to face barriers that are typical of the complex challenges endured in public schools by minoritized and racialised peoples in the American context. It begins with a brief overview of the current-day demographics of the Mexican-origin population, with selected historical information for readers not familiar with the American context, and with a description of visions for a better life that motivate Mexican migration to the United States. It then focuses on the effects on this population of ‘language borderization processes,’ that is, of stated-sanctioned mechanisms and procedures used to identify and categorise children as required by school accountability mandates. An argument is made that although these mechanisms are intended to provide tailored support for immigrant-origin children’s perceived English language limitations, they can result instead in directly limiting future educational opportunities.

中文翻译：

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（误）在美国教育墨西哥裔孩子：内部语言边界的挑战

摘要 本文认为，尽管美国的墨西哥裔学生看似取得了进步，但他们继续面临障碍，这些障碍是美国背景下少数族裔和种族化人群在公立学校所承受的复杂挑战的典型特征。它首先简要概述了墨西哥裔人口的当前人口统计数据，为不熟悉美国背景的读者提供了精选的历史信息，并描述了促使墨西哥移民到美国的更美好生活的愿景. 然后，它侧重于“语言边界化过程”对这一群体的影响，即根据学校问责制任务的要求，用于识别和分类儿童的明确认可的机制和程序。