Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
EFL Teachers’ Professional Identity: A Critical Discourse Analysis
Identidad profesional de docentes de inglés como lengua extranjera: un análisis crítico del discurso
DOI:
https://doi.org/10.15446/profile.v27n2.119733Keywords:
critical discourse analysis, EFL teachers, Mexico, professional identity (en)análisis crítico del discurso, identidad profesional, maestros de inglés como lengua extranjera, México (es)
This study uses critical discourse analysis to explore the identities of three university English teachers. The research identifies ideological elements in language teaching and cultural transmission practices, following the post-structuralist literature on their role in shaping personal and professional identities. Findings are presented through extracts from narrative and semi-structured interviews, highlighting the political, cultural, academic, and personal subject positioning in teachers’ discourse. Critical discourse analysis elucidated the participants’ views on teaching and cultural practices on an ethical level. The conclusions propose a possible revision of their professional identities based on discourse analysis, contributing to a deeper understanding of teachers’ responsibilities towards language education. This was done with the construction of an interpretative profile with prescriptive aspects to enhance each participant’s teaching practice.
Este estudio utiliza el análisis crítico del discurso para explorar la identidad profesional de tres docentes universitarios de inglés. La investigación identifica elementos ideológicos en las prácticas de enseñanza de lenguas y de transmisión cultural, en la configuración de identidades personales y profesionales. Los hallazgos se presentan a través de extractos de entrevistas narrativas que destacan el posicionamiento político, cultural, académico y personal dentro del discurso de los docentes. El análisis crítico del discurso dilucida las perspectivas de los participantes sobre la enseñanza y las prácticas culturales en un nivel ético. Las conclusiones ofrecen una posible revisión de sus identidades profesionales a partir del análisis del discurso y así contribuyen a una comprensión más profunda de la responsabilidad docente en relación con la educación lingüística.
References
Ainsworth, S., & Hardy, C. (2004). Critical discourse analysis and identity: Why bother? Critical Discourse Studies, 1(2), 225–259. https://doi.org/10.1080/1740590042000302085
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge. https://doi.org/10.4324/9780203124994
Batha, K. (2004). Search for senses of connection and possibilities in counselling interculturalism. In D. Powell & F. Sze (Eds.), Interculturalism: Exploring critical issues (pp. 5–8). Inter-Disciplinary Press.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teacher’s professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.
Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Polity Press.
Burgess, R. (1984). Conversations with a purpose: The ethnographic interview in educational research. Studies in Qualitative Methodology, 1(1), 137–155.
Cots, J. M. (2006). Teaching ‘with an attitude’: Critical discourse analysis in EFL teaching. ELT Journal, 60(4), 336–345. https://doi.org/10.1093/elt/ccl024
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research (3rd ed.). SAGE.
Derrida, J. (1976). Of grammatology (G. C. Spivak, Trans.). Johns Hopkins University Press. (Original work published 1967)
Fairclough, N. (2013). Critical discourse analysis and critical policy studies. Critical Policy Studies, 7(2), 177–197. https://doi.org/10.1080/19460171.2013.798239
Fairclough, N., & Wodak, R. (1997). Critical discourse analysis. In T. A. van Dijk (Ed.), Discourse as social interaction (pp. 258–284). Sage.
Foucault, M. (1978). Power/knowledge: Selected interviews and other writings, 1972–1977 (C. Gordon, Ed.). Pantheon Books.
Gergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40(3), 266–275. https://doi.org/10.1037/0003-066X.40.3.266
Gur, T. (2014). A discourse analysis: Professional identity development of language teacher candidates. Educational Research and Reviews, 9(15), 510–515. https://doi.org/10.5897/ERR2014.1805
Jameel, B., Shaheen, S., & Majid, U. (2018). Introduction to qualitative research for novice investigators. Undergraduate Research in Natural and Clinical Science and Technology Journal, 2(1–12), 1–6. https://doi.org/10.26685/urncst.57
Kramsch, C., & Hua, Z. (2016). Language and culture in ELT. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 38–50). Routledge. https://doi.org/10.4324/9781315676203-5
Kristeva, J. (1986). Word, dialogue and the novel. In T. Moi (Ed.), The Kristeva reader (pp. 34–61). Columbia University Press.
Kumar, C. P. (2013). The eclectic method: Theory and its application to the learning of English. International Journal of Scientific and Research Publications, 3(6), 1–4.
Marcial, J. (2024). An analysis of EFL teachers’ professional identity through the lens of CDA [Unpublished master’s thesis]. Universidad Veracruzana.
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters. https://doi.org/10.21832/9781783090563
Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 user (pp. 275–302). Multilingual Matters. https://doi.org/10.21832/9781853595851-013
Richards, K. (2003). Qualitative inquiry in TESOL. Palgrave Macmillan. https://doi.org/10.1057/9780230505056
Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G. O. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365–416. https://doi.org/10.3102/00346543075003365
Tian, W., & Dumlao, R. P. (2020). Impacts of positioning, power, and resistance on EFL learners’ identity construction through classroom interaction: A perspective from critical classroom discourse analysis. The Qualitative Report, 25(6), 1436–1460. https://doi.org/10.46743/2160-3715/2020.4161
Torres-Rocha, J. C. (2019). EFL teacher professionalism and identity: Between local/global ELT tensions. How Journal, 26(1), 153–176. https://doi.org/10.19183/how.26.1.501
van Dijk, T. A. (Ed.). (2011). Discourse studies: A multidisciplinary introduction (2nd ed.). Sage. https://doi.org/10.4135/9781446289068
Wodak, R. (Ed.). (1997). Gender and discourse. Sage. https://doi.org/10.4135/9781446250204
Wodak, R. (2015). Critical discourse analysis, discourse-historical approach. In D. Tannen, H. E. Hamilton, & D. Schiffrin (Eds.), The international encyclopedia of language and social interaction. John Wiley & Sons. https://doi.org/10.1002/9781118611463.wbielsi116
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2025 Jaime Marcial, Nora M. Basurto Santos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
