DOI:
https://doi.org/10.14483/22487085.25914Publicado:
2026-10-28Edição:
v. 28 n. 1 (2026): CALJ: january-juneSeção:
EditorialHead and Heart in the Reflexivity of Language Teachers and Researchers Regarding Political Issues
Cabeza y corazón en la reflexividad de los docentes e investigadores de lenguas frente a los asuntos políticos
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Editorial (en).Palavras-chave:
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Resumo (en)
Focusing on two fundamental forces that shape the present and future of language teaching and applied linguistics research—language teacher identity (LTI) and reflexivity—we argue, following Barkhuizen (2017), that the identities of language teachers and researchers are complex and encompass cognitive, emotional, ideological, and political dimensions. These dimensions reflect teachers’ beliefs, experiences, and social interactions, and they relate to both the individual and the collective dimensions of LTI. Reflexivity, the second force, seems to demand a purely rational investment from teachers and researchers, as if they could separate their feelings, emotions, and desires from reason. With this in mind, we wish to question the marked emphasis on the rationality of language teachers and researchers, an emphasis that diminishes the emotional dimension as if it were merely biological. In keeping with the view of language teachers as both rational and emotional beings—made of head and heart, two facets of their multidimensional nature—CALJ has served as an alternative academic and research forum (Bonilla Medina, 2024) for affirming the reflexivity of these teachers and researchers.
Resumo (es)
Al centrarnos en dos fuerzas fundamentales que configuran el presente y el futuro de la enseñanza de lenguas y de la investigación en lingüística aplicada, la identidad del docente de lenguas (IDL) y la reflexividad, sostenemos, siguiendo a Barkhuizen (2017), que las identidades de los docentes e investigadores de lenguas son complejas y abarcan dimensiones cognitivas, emocionales, ideológicas y políticas. Estas dimensiones reflejan las creencias, experiencias e interacciones sociales de los docentes, y se relacionan tanto con la dimensión individual como con la colectiva de la IDL. La reflexividad, la segunda fuerza, parece exigir de docentes e investigadores una inversión puramente racional, como si pudieran separar sus sentimientos, emociones y deseos de la razón. Con esto en mente, queremos cuestionar el marcado énfasis en la racionalidad de los docentes e investigadores de lenguas, un énfasis que reduce la dimensión emocional como si fuera meramente biológica. En coherencia con la visión de los docentes de lenguas
como seres a la vez racionales y emocionales, hechos de cabeza y corazón, dos facetas de su naturaleza multidimen-
sional, CALJ ha servido como un foro académico e investigativo alternativo (Bonilla Medina, 2024) para afirmar la
reflexividad de estos docentes e investigadores.
Referências
Barkhuizen, G. (Ed.). (2017). Reflections on Language Teacher Identity Research. Routledge. https://doi.org/10.4324/9781315643465
Bonilla Medina, S. X. (2024). Critical and Multicultural Changing Times: Colombian Applied Linguistics Authorship Challenging Dominant Views and Proposing Alternatives. Colombian Applied Linguistics Journal, 26(1). https://doi.org/10.14483/22487085.22585
Giroux, H. A. (1981). Ideology, culture, and the process of schooling. Temple University Press.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
Nussbaum, M. C. (2001). Upheavals of thought: The intelligence of emotions. Cambridge University Press. https://doi.org/10.1017/CBO9780511840715
Nussbaum, M. C. (2013). Political Emotions: Why Love Matters for Justice. Harvard University Press. https://doi.org/10.2307/j.ctt6wpqm7
Peña, C. (2022). La política de la identidad: ¿El infierno son los otros? Taurus.
Quintero, A. H., & Guerrero, C. H. (2018). The (Re)construction of Self Through Student Teachers’ Storied Agency in ELT: Between Marginalization and Idealization. In B. Yazan & N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching: Issues and Implications. (pp. 81–102). Springer. https://doi.org/10.1007/978-3-319-72920-6_5
Quintero Polo, Á. H. (2016). Creating a Pedagogical Space that Fosters the (Re)construction of Self Through Life Stories of Pre-Service English Language Teachers. HOW, 23(2), 106–124. https://doi.org/10.19183/how.23.2.293
Quintero-Polo, Á., Duarte-González, C., & León-Castro, A. (2022). Identity as a Source of Agency for Transformative English Teachers. Educación y Humanismo, 24(43), 110–128. https://doi.org/10.17081/eduhum.24.43.5758
Quintero-Polo, Á. H., & Guerrero-Nieto, C. H. (2023). Colombian English Language Teachers’ Storied Agency Contesting the Inset of Globalization and Capitalism of Education. In C. H. Guerrero-Nieto (Ed.), Unauthorized Outlooks on Second Languages Education and Policies. Voices from Colombia (pp. 163–187). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-45051-8_
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Copyright (c) 2026 Álvaro Hernán Quintero-Polo, Sandra Ximena Bonilla Medina
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