Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT

Main Article Content

Diego Fernando Ubaque-Casallas

Abstract

This article examined two English teachers’ professional identities based on a series of interviews conducted in two universities in Bogotá, Colombia. This paper examined their experiences and discourses regarding language pedagogy. Accordingly, the study adopted a narrative methodology from a decolonial lens to put some tension on the normative conception of the traditional/hegemonic notions of pedagogy and teacher identities configured in the Colombian English Language Teaching (ELT) context. Findings revealed that teachers enact their language pedagogies by merging their personal selves with their professional ones. As a result, identities and ways of knowing are validated in negotiation between doing and being. This posture towards teaching exposes their ontological and epistemic struggles for humanizing their pedagogy.

Article Details

How to Cite
Ubaque-Casallas, D. F. (2021). Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT. HOW Journal, 28(2), 33-52. https://doi.org/10.19183/how.28.2.604
Section
Research Reports
Author Biography

Diego Fernando Ubaque-Casallas, Universidad Distrital Francisco José de Caldas

He is a language teacher and teacher educator who currently works at Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. He holds an MA degree in applied linguistics to the teaching of English from  Universidad Distrital Francisco José de Caldas

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