Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development

Main Article Content

Jennyfer Paola Camargo Cely


Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers’ professional development. Data were collected through discussion group sessions, reflective journals, and protocols from five teachers from a private K-11 school in Bogota. Analysis indicated participants’ discourses drew on hegemonic, colonial, and manipulative ideas. Nevertheless, when dialoguing and peer coaching, a discourse of resistance was constituted. The study suggested further research into teachers’ professional growth, bilingualism, and bilingual education in monolingual contexts as the Colombian one.

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How to Cite
Camargo Cely, J. P. (2018). Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development. HOW Journal, 25(1), 115-133. https://doi.org/10.19183/how.25.1.391
Research Reports
Author Biography

Jennyfer Paola Camargo Cely, Universidad Distrital Francisco Jose de Caldas

Jennyfer Paola Camargo Cely holds a Master Degree in Applied Linguistics from Universidad Distrital Francisco José de Caldas. She is currently an EFL teacher at a private university in Bogota. Her interests are in the fields of bilingualism, professional development, and the reading comprehension process.


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