Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

Main Article Content

Karen Andrea Cuervo-Rodríguez
Jairo Enrique Castañeda-Trujillo


This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses. 

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How to Cite
Cuervo-Rodríguez, K. A., & Castañeda-Trujillo, J. E. (2021). Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers. HOW Journal, 28(2), 79-96. https://doi.org/10.19183/how.28.2.621
Research Reports
Author Biographies

Karen Andrea Cuervo-Rodríguez, Universidad Distrital Francisco José de Caldas

She is a last semester student in the B in Education with a major in English Language Teaching from Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. She belongs to the research study group “Enseñanza y Aprendizaje en Lenguas Extranjeras, Cultura y Justicia Social” from Universidad Distrital.

Jairo Enrique Castañeda-Trujillo, Universidad Surcolombiana, Neiva, Huila, Colombia

He is a PhD candidate in the Education Program at Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. He is an Assistant Professor and researcher at Universidad Surcolombiana, Neiva, Colombia. He belongs to the research groups ILESEARCH and ESTUPOLI. His research interest centers on pre-service teachers’ identities and professional development by using narratives.


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