Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile

Identidad de los profesores que enseñan inglés a estudiantes hablantes en otros idiomas: Perspectivas de Brasil y Chile

  • Renata Archanjo Universidade Federal do Rio Grande do Norte
  • Malba Barahona Pontificia Universidad Católica de Valparaíso OrcidIcon https://orcid.org/0000-0003-4587-5794
  • Kyria Rebeca Finardi Federal University of Espirito Santo
Keywords: Brazil, Chile, foreign language teachers, speakers of other languages, teacher identity (en_US)
Keywords: Brasil, Chile, identidad docente, profesores de idiomas extranjeros, hablantes de otros idiomas (es_ES)

Abstract (en_US)

The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.

Abstract (es_ES)

El objetivo de este artículo es examinar la identidad de los profesores de idiomas extranjeros (IE) en formación situados en dos contextos: Brasil y Chile. Con ese objetivo, se utilizó una metodología de estudio de caso múltiple para investigar la identidad de profesores de idiomas extranjeros en formación en tres contextos diferentes—dos en Brasil y uno en Chile. El análisis se centró en tres temas principals: las identidades emergentes, el papel del dominio de la lengua extranjera y la práctica pedagógica como un espacio de mediación para desarrollar la identidad docente. Los resultados de los dos primeros estudios de caso realizados en Brasil sugieren que la identidad docente de IE se ve afectada por las percepciones y creencias de profesores sobre la competencia lingüística y el nivel de proficiencia. El estudio de caso realizado en Chile confirmó que la identidad de los profesores oscila entre identificarse como estudiantes y como profesores. En general, los resultados del estudio apuntan a la conclusión de que la identidad del profesores de IE se ve afectada por las nociones de legitimación del rol y el nivel de proficiencia del IE.

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Author Biography

Malba Barahona, Pontificia Universidad Católica de Valparaíso

Malba Barahona is an educational researcher and a language educator with extensive experience in teaching Spanish and English as foreign languages. Her research interests include second language teacher education, second language acquisition, critical applied linguistics, cultural historical activity theory (CHAT), emerging technologies and innovative pedagogies. Malba Barahona holds a PhD from the Australian National University, a Master in Linguistics from the Universidad de Chile and a degree in the teaching of English from Universidad Metropolitana de Ciencias de la Educación (Pedagógico). Malba has been teaching in higher education institutions over the last 20 years in the fields of foreign language learning, second language teacher education, applied linguistics, and cultural historical activity theory.

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How to Cite
Archanjo, R., Barahona, M., & Finardi, K. R. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colombian Applied Linguistics Journal, 1(21), 62-75. https://doi.org/10.14483/22487085.14086
Published: 2019-04-23
Section
Research Articles