This study is the first test that proves high rate anaerobic digestion as an efficient technological process for the treatment of gin spent wash. The gin spent wash was codigested in UASB reactors with swine wastewater, which provided nutrients and alkalinity. The process was optimized by increasing the proportion of gin spent wash in the feed, and thus the organic loading rate (OLR) up to reactor failure. Stable highefficiency operation was reached at an OLR as high as 28.5 kg COD m -3 d -1 , yielding 8.4 m 3 CH4 m -3 d -1 and attaining a COD removal of 97.0%. At an organic loading rate of 32.0 kg COD m -3 d -1 , the process became unstable and the reactor underwent overacidification that drastically lowered the pH and suppressed methanogenesis. The failure of the reactor was caused by a combination of an organic overloading and alkalinity deficit that uncoupled acidogenesis and methanogenesis.

White nationalism has emerged in the mainstream of U.S. political discourse, and restricting all forms of immigration has become a central focus of isolationist, “America First” policies. In August 2017, TESOL International released its Position Statement on Immigration Policy and Reform in the United States. The authors respond to the position statement and address Mexican English teachers’ views towards the immigration debate in the United States, how this debate reflects what Mexicans see as discourses of White nationalism and xenophobia, and the impact they have on the everyday work that teachers do in English classrooms in Mexico. They begin by giving a brief historical background on the closely intertwined relationship between the two countries, and then discuss the effects of the current climate on language educators’ work. They explain that manifestations of anti‐Mexican xenophobia in the United States increase the difficulty of Mexican English language educators as students of all ages are well aware of the rhetoric coming from the United States, and are increasingly translating these negative words and images into a negative sense of what it means to learn English. Three strategies are described that English teachers in Mexico often use within their classrooms to engage students in exploring the connection between English and the United States, harnessing the potential of the language classroom as a forum for naming, understanding, and contesting discourses that promote intolerance and racism.

Based on Bordieuan concepts of symbolic power and legitimization, this study analyzes the identity of a language teacher in Puebla, Mexico. Through a series of in‐depth interviews, we examine how Mexican institutions may (de)legitimize the teaching expertise of an EFL educator by promoting a discourse of “native”‐speakerism. In contrast with existing literature, this study is situated in the Puebla context, wherein the Poblano State government granted permanent teaching positions to Mexican bilingual transnationals with no formal teacher training. While our participant contested some of the dominant language ideologies, such as the use of language certifications, she also appeared to internalize deficit discourses about her “non‐nativeness,” which made her question her own pedagogical identity. We found that some of our participant’s deficit views were reinforced during her own teacher preparation and professional development. By analyzing our participant’s perspectives in terms of current scholarship—such as Higgins, 2017; Kachru, 2005; Rudolph, Selvin, & Yazan, 2015—, we aim to generalize results to teacher preparation in other contexts so that processes of delegitimization based on the “native” speaker fallacy are less often perpetuated.

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