Published

2018-07-01

Non-native English Speaking Teachers’ Subjectivities and Colombian Language Policies: A Narrative Study

Subjetividades de profesores de inglés no nativos y políticas lingüísticas colombinas: un estudio narrativo

DOI:

https://doi.org/10.15446/profile.v20n2.67720

Keywords:

Dichotomy, language policies, narratives, native English speaker teachers, non-native English speaking teachers, subjectivities (en)
dicotomía, narrativas, profesores nativos, profesores no nativos, subjetividades (es)

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Authors

  • Leidy Yisel Gómez-Vásquez
  • Carmen Helena Guerrero Nieto

This article reports the results of a study whose purpose was to trace the configuration of professional subjectivities by analyzing the narratives of four Colombian non-native English speaking teachers in the framework of language policies. In this qualitative-narrative study we used written narratives and narrative interviews as instruments to collect data from the participants who work in different universities and schools in Colombia. Their stories were analyzed using short story analysis, and the results allowed us to identify a core category: Re-creating the self: An entangled, changeable and endless process which shows that the subjectivities are influenced by others, teachers go through processes of acceptance or rejection when configuring them, and knowledge and reflection play an important role.

En este artículo se reportan los resultados de una investigación cuyo propósito fue trazar la configuración de subjetividades profesionales analizando las narrativas de cuatro profesores colombianos no nativos de habla inglesa en el marco de las políticas lingüísticas. Este estudio cualitativo-narrativo utilizó narrativas escritas y entrevistas narrativas como instrumentos para recopilar datos de los participantes que pertenecen a diferentes universidades y colegios de Colombia. Sus historias se analizaron utilizando el análisis de historias cortas; los resultados permitieron identificar una categoría central: re-crear el yo: un proceso complejo, cambiante y continuo que muestra que las subjetividades son influenciadas por otros, que se dan a través de procesos de aceptación o rechazo y que el conocimiento y la reflexión son procesos cruciales en las mismas.

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Non-native English Speaking Teachers’ Subjectivities and Colombian Language Policies: A Narrative Study. (2018). Profile: Issues in Teachers’ Professional Development, 20(2), 51-64. https://doi.org/10.15446/profile.v20n2.67720

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