ERIC Number: EJ1384132
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-0120-5927
Language Pedagogy and Identity. Learning from Teachers' Narratives in the Colombian ELT
HOW, v28 n2 p33-52 Jul-Dec 2021
This article examined two English teachers' professional identities based on a series of interviews conducted in two universities in Bogotá, Colombia. This paper examined their experiences and discourses regarding language pedagogy. Accordingly, the study adopted a narrative methodology from a decolonial lens to put some tension on the normative conception of the traditional/hegemonic notions of pedagogy and teacher identities configured in the Colombian English Language Teaching (ELT) context. Findings revealed that teachers enact their language pedagogies by merging their personal selves with their professional ones. As a result, identities and ways of knowing are validated in negotiation between doing and being. This posture towards teaching exposes their ontological and epistemic struggles for humanizing their pedagogy.
Descriptors: Foreign Countries, Self Concept, Professional Autonomy, Language Teachers, Second Language Learning, Second Language Instruction, English (Second Language), Teacher Attitudes, Teaching Methods, Epistemology, Colonialism, Private Colleges, State Universities, Teacher Education Programs
ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia (Bogota)
Grant or Contract Numbers: N/A