Undocumented Mexican Immigrants in Adult ESL Classrooms: Some Issues to Consider
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Abstract
With anti-immigrant sentiments permeating the media, policy, and public discourse throughout the United States, little room seems to exist for understanding what drives Mexican migrants northward. However, while acknowledging the historical conditions leading to US immigration policy, negative discourses and stereotypes in the American media and public, continuing Mexican migration in spite of great sacrifice, and the choices of individuals to migrate to the US, adult ESL educators need a framework as they encounter these students in the classroom. This framework combines Freire’s “pedagogy of the oppressed” with a transformative pedagogy that relinquishes deficit models and invites student knowledge into the classroom.
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