High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirement...

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Autores:
Torres-Rocha, Julio César
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/66897
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/66897
http://bdigital.unal.edu.co/67925/
Palabra clave:
37 Educación / Education
8 Literatura y retórica / Literature
English as a foreign language
language policy
language requirements
teacher identity
teacher emotions
identidad del profesor de inglés
inglés como lengua extranjera
política de lengua
requisitos de lengua
sentimientos de los profesores
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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repository_id_str
spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Torres-Rocha, Julio César87a23a05-8f8b-474e-ad50-f4d0f34494bf3002019-07-03T03:05:09Z2019-07-03T03:05:09Z2017-07-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66897http://bdigital.unal.edu.co/67925/This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.Este es un estudio sobre la identidad de profesores de inglés de secundaria en Colombia. Se exploró la influencia del Programa Nacional de Bilingüismo en la construcción de la identidad profesional de los profesores de inglés usando un enfoque investigativo interpretativo. Este estudio se centra en cómo se sienten ellos con respecto a los requisitos de lengua asociados con la política de lengua. Se utilizaron tres instrumentos para recolectar información: una encuesta para averiguar la familiaridad de los profesores con las políticas y explorar otros aspectos de su identidad; narrativas autobiográficas para establecer las trayectorias de los docentes como aprendices y profesores de lengua; y entrevistas semi-estructuradas a los participantes seleccionados aleatoriamente para profundizar en sus sentimientos y perspectivas sobre la política de lengua y sus requisitos para profesores.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/60220Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentTorres-Rocha, Julio César (2017) High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 41-55. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureEnglish as a foreign languagelanguage policylanguage requirementsteacher identityteacher emotionsidentidad del profesor de inglésinglés como lengua extranjerapolítica de lenguarequisitos de lenguasentimientos de los profesoresHigh School EFL Teachers’ Identity and Their Emotions Towards Language RequirementsArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL60220-338067-1-PB.pdfapplication/pdf213184https://repositorio.unal.edu.co/bitstream/unal/66897/1/60220-338067-1-PB.pdfc669c7ba9b58bff6369c6e634569422dMD51THUMBNAIL60220-338067-1-PB.pdf.jpg60220-338067-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7002https://repositorio.unal.edu.co/bitstream/unal/66897/2/60220-338067-1-PB.pdf.jpgf622f2c0523618817649bf2f80498ed4MD52unal/66897oai:repositorio.unal.edu.co:unal/668972023-05-27 23:02:57.476Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
title High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
spellingShingle High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
37 Educación / Education
8 Literatura y retórica / Literature
English as a foreign language
language policy
language requirements
teacher identity
teacher emotions
identidad del profesor de inglés
inglés como lengua extranjera
política de lengua
requisitos de lengua
sentimientos de los profesores
title_short High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
title_full High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
title_fullStr High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
title_full_unstemmed High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
title_sort High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
dc.creator.fl_str_mv Torres-Rocha, Julio César
dc.contributor.author.spa.fl_str_mv Torres-Rocha, Julio César
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 37 Educación / Education
8 Literatura y retórica / Literature
English as a foreign language
language policy
language requirements
teacher identity
teacher emotions
identidad del profesor de inglés
inglés como lengua extranjera
política de lengua
requisitos de lengua
sentimientos de los profesores
dc.subject.proposal.spa.fl_str_mv English as a foreign language
language policy
language requirements
teacher identity
teacher emotions
identidad del profesor de inglés
inglés como lengua extranjera
política de lengua
requisitos de lengua
sentimientos de los profesores
description This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.
publishDate 2017
dc.date.issued.spa.fl_str_mv 2017-07-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:05:09Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:05:09Z
dc.type.spa.fl_str_mv Artículo de revista
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format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
dc.identifier.uri.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/66897
dc.identifier.eprints.spa.fl_str_mv http://bdigital.unal.edu.co/67925/
identifier_str_mv ISSN: 2256-5760
url https://repositorio.unal.edu.co/handle/unal/66897
http://bdigital.unal.edu.co/67925/
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv https://revistas.unal.edu.co/index.php/profile/article/view/60220
dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Torres-Rocha, Julio César (2017) High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 41-55. ISSN 2256-5760
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
dc.rights.uri.spa.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
Derechos reservados - Universidad Nacional de Colombia
http://creativecommons.org/licenses/by-nc/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
institution Universidad Nacional de Colombia
bitstream.url.fl_str_mv https://repositorio.unal.edu.co/bitstream/unal/66897/1/60220-338067-1-PB.pdf
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