Return Migration as an Answer to Face the Need of English Teachers in Mexico: Challenges and Realities

Migration has been part of the history of Mexico and the United States for many years. In this article, we aim to address the experiences of young return migrants who teach English as a foreign language in public schools in Mexico. They lived a number of years in the United States and recently returned to Mexico. We incorporate the voices of these participants into our own to give the reader a window into the English as a Foreign Language (EFL) classroom in Mexico. Through qualitative research and following a narrative approach, results show how these return migrants become English teachers, how they relate to the two educational systems, and how they see their future as professionals. Conclusion address that with each case there is complex story that leads to other possibilities and as such may be a wider issue of social transition through migration.