Abstract
The great demand for English language instruction worldwide has resulted in an occupational segment of migrant English teachers (METs) employed in educational settings and the private sector around the globe. Skill requirements and employment conditions vary considerably between non-English speaking regions, and preconceived notions of these conditions factor into the migrant's decision to live and work there. Exploring the social position of METs in Guadalajara, Mexico, along with their decision to migrate there, this article pursues the problem of how language and power are connected in social process. METs operate within the structures of a global-oriented form—the English language teaching (ELT) industry—and their position as a migrant in any given society is determined by the interaction of local and global ideologies concerning the ELT industry and, more generally, the global economic order.
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