DOI:

https://doi.org/10.14483/22487085.16343

Published:

2021-05-05

Issue:

Vol. 23 No. 1 (2021): January-June

Section:

Research Articles

Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning

El manejo de la diversidad funcional en aulas de EFL: posicionamiento de docentes de inglés

Authors

Keywords:

functional diversity, inclusive classrooms, teacher positioning, struggles (en).

Keywords:

diversidad funcional, espacios de inclusión, posicionamiento docente, luchas de uno mismo (es).

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Abstract (en)

Functional Diversity (FD) and inclusion are nowadays widely explored subjects, specifically in the field of English language teaching. This article examines the ways in which EFL teachers problematize their role in functionally diverse scenarios while exposing their efforts to improve the exercise of their profession in FD classrooms. By applying positioning theory (Harré, 2001), we analyzed the narratives of four English language teachers at a high school in Bogotá, Colombia. Data obtained from autobiographical narrative essays revealed three main findings: first, English language teachers positioned themselves as novice or apprentice in FD contexts; second, they struggled with their unpreparedness as they learned to work with FD students; and finally, they positioned themselves as agents of change to overcome difficulties and embrace an inclusive pedagogy. This study contributes to the field by raising awareness of real teaching problems and school situations that EFL teachers face, specifically those related to the struggles of the self (Méndez, 2017).

Abstract (es)

La Diversidad Funcional (DF) y la inclusión son temas que se están explorando en la actualidad, específicamente, en el campo de la enseñanza del inglés como lengua extranjera (EFL). Este artículo examina la forma en la que los profesores de inglés problematizan su labor docente, mientras revela sus esfuerzos por mejorar el ejercicio de su profesión en los espacios educativos en los que enfrentan la realidad de la diversidad funcional. Este estudio tuvo en cuenta la Teoría de Posicionamiento (Harré, 2001) para analizar narrativas de cuatro profesores de inglés, en el nivel de secundaria, de un colegio privado en Bogotá, Colombia. Los datos obtenidos expusieron tres grandes conclusiones: (1) los docentes de inglés se posicionaron como novatos y aprendices en relación a la Diversidad Funcional; (2) los docentes de inglés lucharon contra su falta de preparación, mientras aprendían a trabajar con estudiantes con Diversidad Funcional; (3) estos docentes se posicionaron como agentes de cambio para superar las dificultades encontradas y poder incluir una pedagogía más inclusiva en sus prácticas diarias. Este estudio contribuye al campo de la Lingüística Aplicada, al crear conciencia sobre los problemas reales de la enseñanza y de las situaciones escolares que enfrentan a diario los profesores de inglés, específicamente, todas aquellas relacionadas con las luchas de uno mismo (Méndez, 2017).

Author Biographies

Laura Camila Villarreal Buitrago, Universidad del País Vasco

Master’s candidate in Theoretical and Experimental Linguistics at the University of the Basque Country (UPV-EHU), Vitoria Gasteíz- Spain.  She is also Master in Applied Linguistics to TFL  at the Universidad Francisco José de Caldas, Bogotá,  and a BA in English Language Teaching at the same University.  Her lines of research are Neurolinguistics, Psycholinguistics, Second Language Acquisition and language problems. She is currently investigating some aspects of the syntactic processing in Spanish, under the supervision of professors: Itziar Laka and Mikel Santesteban.

Universidad del País Vasco, EHU

https://orcid.org/0000-0001-8298-854X

Pilar Méndez Rivera, Universidad Distrital Francisco José de Caldas

Pilar Méndez-Rivera holds a PhD in Education (Santo Tomás University) and also a Postdoctorate research certificate in Education (CENID, Mexico).  Master in Spanish Linguistics (Instituto Caro y Cuervo) and B. Ed. In Modern Languages (Universidad del Atlántico). She is a full-time Professor at Universidad Distrital Francisco José de Caldas (Bogotá, Colombia). She currently coordinates the Research Committee of the Faculty of Science and Education. Her research interests revolve around teachers’ struggles, resistance practices and subjectivity.

https://orcid.org/0000-0001-9284-4611

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How to Cite

APA

Villarreal Buitrago, L. C., & Méndez Rivera, P. E. (2021). Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning. Colombian Applied Linguistics Journal, 23(1). https://doi.org/10.14483/22487085.16343

ACM

[1]
Villarreal Buitrago, L.C. and Méndez Rivera, P.E. 2021. Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning. Colombian Applied Linguistics Journal. 23, 1 (May 2021). DOI:https://doi.org/10.14483/22487085.16343.

ACS

(1)
Villarreal Buitrago, L. C.; Méndez Rivera, P. E. Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning. Colomb. appl. linguist. j 2021, 23.

ABNT

VILLARREAL BUITRAGO, L. C.; MÉNDEZ RIVERA, P. E. Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning. Colombian Applied Linguistics Journal, [S. l.], v. 23, n. 1, 2021. DOI: 10.14483/22487085.16343. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/16343. Acesso em: 15 jun. 2021.

Chicago

Villarreal Buitrago, Laura Camila, and Pilar Esther Méndez Rivera. 2021. “Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning”. Colombian Applied Linguistics Journal 23 (1). https://doi.org/10.14483/22487085.16343.

Harvard

Villarreal Buitrago, L. C. and Méndez Rivera, P. E. (2021) “Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning”, Colombian Applied Linguistics Journal, 23(1). doi: 10.14483/22487085.16343.

IEEE

[1]
L. C. Villarreal Buitrago and P. E. Méndez Rivera, “Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning”, Colomb. appl. linguist. j, vol. 23, no. 1, May 2021.

MLA

Villarreal Buitrago, L. C., and P. E. Méndez Rivera. “Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning”. Colombian Applied Linguistics Journal, vol. 23, no. 1, May 2021, doi:10.14483/22487085.16343.

Turabian

Villarreal Buitrago, Laura Camila, and Pilar Esther Méndez Rivera. “Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning”. Colombian Applied Linguistics Journal 23, no. 1 (May 5, 2021). Accessed June 15, 2021. https://revistas.udistrital.edu.co/index.php/calj/article/view/16343.

Vancouver

1.
Villarreal Buitrago LC, Méndez Rivera PE. Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning. Colomb. appl. linguist. j [Internet]. 2021May5 [cited 2021Jun.15];23(1). Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/16343

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