LAUSR

Abstract This paper explores how nineteen teenagers who, having been raised and educated in the United States and forced to return, adapt and participate to the Mexican school system. This work specifically analyzes their adaptation process in three Mexican public High Schools in the State of Puebla, and how they negotiate the process of participating within a Mexican school setting while negotiating their sense of belonging to the US and Mexico. In this study, we explore different ways in which return students enact their own bilingual and bicultural citizenship through their educational process in Mexico. To a greater extent, we try to convey the idea of looking at multiple forms of participating in, or outside, classrooms settings while constructing and maintaining their communicative repertoires as a way of reclaiming their citizenship in both countries, the US and Mexico.