Abstract
The aim of this work is to provide theoretical contributions to broaden the approach to migration issues in educational contexts. These contributions concern the linguistic dimension that affects the subjects that transit social and academic formation in contexts between languages. The experiences of estrangement in the face of the Other's way of speaking occur both from the migrant subject and from the autochthonous subject. We start from the results of a previous study carried out in Argentina theoretically framed in the Franco-Brazilian discourse analysis. In this way, we seek to define and broaden the scope of the concepts of house-language and home-language, whose focus is on replenishing the subjective dimension in the naming of the languages that accompany the subject in its movement. The theoretical bases provided aim to strengthen the look towards the linguistic dimension involved in human mobility, an issue that is sometimes sidestepped in migration studies.
Keywords:
education; language; migration; human mobility