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<p>This article critically examines the policy implemented by the Puerto Rico Department of Education (DEPR) to support the educational process of return/transnational migrant Spanish Language Learners. Specifically, it explores whether the current Program for Spanish as a Second Language Learners and Immigrants (Programa para la Enseñanza de los Aprendices de Español como Segundo Idioma e Inmigrantes, AEI) adequately addresses the linguistic and cultural needs of these students. Using a critical approach combined with an ecological perspective, the analysis applies Bacchi’s “What’s the Problem Represented to be?” (WPR) approach to examine the goals and objectives of the program, the premises and assumptions underlying the current policy, and its effects. The main finding is that, although the current DEPR policy includes elements recognizing the unique characteristics of migrant students, it may still fail to fully address their needs. The article advocates for a more transnational language policy towards return/transnational to better support their academic progress and the development of bilingual competencies.</p>

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Towards a more transnational language policy? Language policy in education for migrant Spanish Language Learners in Puerto Rico

  • 期刊论文

  • 发表日期：

    2026年2月28日

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  • Anna Kaganiec-Kamieńska

摘要

This article critically examines the policy implemented by the Puerto Rico Department of Education (DEPR) to support the educational process of return/transnational migrant Spanish Language Learners. Specifically, it explores whether the current Program for Spanish as a Second Language Learners and Immigrants (Programa para la Enseñanza de los Aprendices de Español como Segundo Idioma e Inmigrantes, AEI) adequately addresses the linguistic and cultural needs of these students. Using a critical approach combined with an ecological perspective, the analysis applies Bacchi’s “What’s the Problem Represented to be?” (WPR) approach to examine the goals and objectives of the program, the premises and assumptions underlying the current policy, and its effects. The main finding is that, although the current DEPR policy includes elements recognizing the unique characteristics of migrant students, it may still fail to fully address their needs. The article advocates for a more transnational language policy towards return/transnational to better support their academic progress and the development of bilingual competencies.