“The grass is always greener on the other side”: Transnational language teachers in Mexico and the United States

Abstract

This article presents the stories of two groups of transnational language educators of Mexican origin currently working in Mexico and the United States. The stories of the two groups are presented as part of the ongoing circular nature of the US-Mexico migration dynamics. Through life-history research data, we explore the role played by the circumstances and conditions under which the migratory movements are made in the development of these teachers’ professional and national identities. The stories show that, as these individuals navigated their migratory movements, critical experiences emerged, which required them to adopt new subject positions and influenced their social and professional trajectories. The conclusions suggest that while circular migration flows currently taking place in the US-Mexico context create professional opportunities for transnational language educators, they can also create inequalities between the countries involved because of their existing socioeconomic differences.