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Preservice English Teachers’ Conceptual Change About Interlanguage: Findings From Online Disciplinary Literacy Tasks
Cambio conceptual sobre la interlengua en profesores de inglés en formación: hallazgos en tareas de alfabetización disciplinar
DOI:
https://doi.org/10.15446/profile.v28n1.117239Keywords:
Conceptual change, Interlanguage, Literacy, Online learning, Preservice teacher education (en)Aprendizaje en línea, Cambio conceptual, Interlengua, Literacidad, Profesores en formación (es)
This paper reports a case study of conceptual change about interlanguage. It aims to describe processes and factors of conceptual change in a group of 16 Mexican preservice English teachers. Phenomenography was the chosen method, with data collected through interviews and online disciplinary tasks via discussion forums. The results show that most participants experienced liminality (progress and regression) in conceptual change, with only three showing fuller conceptual change. Online written collaboration and reflection on prescriptivism and power issues in connection to interlanguage development seemed to drive conceptual change.
Este artículo presenta un estudio de caso de cambio conceptual sobre la interlengua. Se describen los procesos y factores de cambio conceptual en un grupo de 16 profesores mexicanos de inglés en formación. Se utilizó el método fenomenográfico, con datos recolectados mediante entrevistas y tareas de literacidad disciplinar en forma de foros de discusión en línea. Los resultados muestran que la mayoría de los participantes experimentaron liminalidad (progreso y regresión) en el cambio conceptual; solo tres evidenciaron un cambio conceptual más completo. La colaboración virtual por escrito y la reflexión sobre el prescriptivismo y el poder en relación con el desarrollo de la interlengua impulsaron el cambio conceptual.
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Copyright (c) 2026 Rosa Isela Sandoval-Cruz
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