The CATESOL Journal

ESL and Language Arts teachers have noted a growing population of transnational students who—because of family migration patterns—have complex educational histories that straddle both Mexico and the US. Yet US teachers know little about the Englishlanguage training that such students receive in Mexico. This study attempts to bridge that gap, reporting on a survey-based study conducted in Mexico of 76 Mexican teachers of English. Included are recommendations about English instruction in both Mexican and US contexts, as well as recommendations for greater collaboration between US and Mexican English teachers.