Theresa Catalano is Assistant Professor of Second Language Education/Applied Linguistics at the University of Nebraska-Lincoln, USA. Theresa is also co-director of the Master's degree (and dual certification) in language teaching and acquisition (MAlta). She has published in a wide range of journals in the field including the Journal of Language, Identity and Education, the Journal of Latinos and Education, Teaching and Teacher Education and Critical Discourse Studies.

The ‘settled’ - the teachers, administrators, and others who shape schools and school systems - will better welcome the globally mobile if they understand how those mobile children and parents make sense of their movement. Weaving together 77 migrants’ accounts here, Catalano masterfully shares key ideas to support this ‘better welcome.’

• PART I.  BEGINNINGSChapter 1: IntroductionChapter 2: Terminology and Types of MigrantsChapter 3: What are Metaphor and Metonymy?Chapter 4: Media Discourse and MigrantsPART II. THE STORIESChapter 5: Adventure MigrantsChapter 6: Refugee/Asylum SeekersChapter 7: Family-Reunion/Child MigrantsChapter 8: Economic MigrantsChapter 9: Third Culture Kids (TCKs)Chapter 10: Love and/or Marriage MigrantsPART III. THE METAPHORS AND METONYMIESChapter 11: Summary of Dominant Metaphors/Metonymies in the StoriesChapter 12: Media Discourse vs. Migrant DiscoursePART IV. CONCLUSION AND FUTURE DIRECTIONSChapter 13: Conclusion and Future DirectionsREFERENCESAppendix A: MethodologyAppendix B: Resources

Theresa Catalano is Assistant Professor of Second Language Education/Applied Linguistics at the University of Nebraska-Lincoln, USA. Theresa is also co-director of the Master's degree (and dual certification) in language teaching and acquisition (MAlta). She has published in a wide range of journals in the field including the Journal of Language, Identity and Education, the Journal of Latinos and Education, Teaching and Teacher Education and Critical Discourse Studies.

The ‘settled’ - the teachers, administrators, and others who shape schools and school systems - will better welcome the globally mobile if they understand how those mobile children and parents make sense of their movement. Weaving together 77 migrants’ accounts here, Catalano masterfully shares key ideas to support this ‘better welcome.’

• PART I.  BEGINNINGSChapter 1: IntroductionChapter 2: Terminology and Types of MigrantsChapter 3: What are Metaphor and Metonymy?Chapter 4: Media Discourse and MigrantsPART II. THE STORIESChapter 5: Adventure MigrantsChapter 6: Refugee/Asylum SeekersChapter 7: Family-Reunion/Child MigrantsChapter 8: Economic MigrantsChapter 9: Third Culture Kids (TCKs)Chapter 10: Love and/or Marriage MigrantsPART III. THE METAPHORS AND METONYMIESChapter 11: Summary of Dominant Metaphors/Metonymies in the StoriesChapter 12: Media Discourse vs. Migrant DiscoursePART IV. CONCLUSION AND FUTURE DIRECTIONSChapter 13: Conclusion and Future DirectionsREFERENCESAppendix A: MethodologyAppendix B: Resources

Theresa Catalano is Assistant Professor of Second Language Education/Applied Linguistics at the University of Nebraska-Lincoln, USA. Theresa is also co-director of the Master's degree (and dual certification) in language teaching and acquisition (MAlta). She has published in a wide range of journals in the field including the Journal of Language, Identity and Education, the Journal of Latinos and Education, Teaching and Teacher Education and Critical Discourse Studies.

The ‘settled’ - the teachers, administrators, and others who shape schools and school systems - will better welcome the globally mobile if they understand how those mobile children and parents make sense of their movement. Weaving together 77 migrants’ accounts here, Catalano masterfully shares key ideas to support this ‘better welcome.’

• PART I.  BEGINNINGSChapter 1: IntroductionChapter 2: Terminology and Types of MigrantsChapter 3: What are Metaphor and Metonymy?Chapter 4: Media Discourse and MigrantsPART II. THE STORIESChapter 5: Adventure MigrantsChapter 6: Refugee/Asylum SeekersChapter 7: Family-Reunion/Child MigrantsChapter 8: Economic MigrantsChapter 9: Third Culture Kids (TCKs)Chapter 10: Love and/or Marriage MigrantsPART III. THE METAPHORS AND METONYMIESChapter 11: Summary of Dominant Metaphors/Metonymies in the StoriesChapter 12: Media Discourse vs. Migrant DiscoursePART IV. CONCLUSION AND FUTURE DIRECTIONSChapter 13: Conclusion and Future DirectionsREFERENCESAppendix A: MethodologyAppendix B: Resources