This research report presents the results of a qualitative study carried out at the Universidad de Guanajuato in central Mexico. Its purpose was to examine the process of identity formation of return migrants who lived a number of years in the United States and are currently studying for a BA in TESOL in Mexico. The participants use their knowledge of the English language to be able to reinsert themselves in society once they have returned to live in the country. Through narrative inquiry using autobiographies and semi-structured interviews, the study focuses on how language might influence the way in which individuals perceive themselves. Implications on family, ethnic associations, and school experiences were found.

Along the evolving teaching journey, teachers experience a series of events that allow them to transition from novice to expert. Throughout the years, such transition has been the object of theories and debates about how this process is carried out, and when it is that teachers move from one stage to the other. This article presents a study of a Mexican teacher of English and examines the professional-developmental stages based on Huberman’s (1993) career cycle model. Its aim is to understand the challenges and decisions a teacher may encounter in her or his career. The article shows the realities a teacher faces by exploring the concepts of emotions, identity, socialization, and agency. Moreover, it questions the belief that teachers achieve expertise through accumulating years of practice.

This article presents a discussion and analysis on the implementation of social networks to support the learning of a second language (L2) in the field of Computer Assisted Language Learning (CALL); an area that has regained especial significance in the post pandemic era. Through a cumulative case study report that compares and contrasts several research studies carried out at different times, this article first brings to discussion the strengths that social networks offer for their implementation in L2 instruction. To continue the discussion, the issues of teachers’ CALL training and access are presented as weaknesses for a successful implementation of social networks in the L2 instruction. It is argued that social networks cannot work as effective tools for this purpose without the guidance of a properly trained instructor. Nevertheless, attaining such an ideal condition is challenging considering the problems that might emerge during its implementation. Although it is common that language teachers to some extent include this resource for their L2 classes, more research needs to be done to produce literature that sheds light on the aspects that need to be worked on to take real advantage of this type of technology.