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ERIC Number: EJ1166139
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: EISSN-0120-5927
Unveiling EFL and Self-Contained Teachers' Discourses on Bilingualism within the Context of Professional Development
Camargo Cely, Jennyfer Paola
HOW, v25 n1 p115-133 Jan-Jun 2018
Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers' professional development. Data were collected through discussion group sessions, reflective journals, and protocols from five teachers from a private K-11 school in Bogota. Analysis indicated participants' discourses drew on "hegemonic," "colonial," and "manipulative" ideas. Nevertheless, when dialoguing and "peer coaching," a discourse of "resistance" was constituted. The study suggested further research into teachers' professional growth, bilingualism, and bilingual education in monolingual contexts as the Colombian one.
ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia (Bogota)
Grant or Contract Numbers: N/A