Profesionalización e identidad del profesor de inglés: Entre tensiones locales/globales en la enseñanza del inglés

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Publicado: mar. 19, 2019
DOI: https://doi.org/10.19183/how.26.1.501
Palabras clave:
profesionalismo EFL, identidad profesional, lingüística aplicada crítica, inglés como lengua internacional

Contenido principal del artículo

Julio Cesar Torres-Rocha
Universidad Libre University of Exeter
http://orcid.org/0000-0001-7529-7070

Resumen

Este artículo de reflexión considera elementos sociopolíticos como el imperialismo lingüístico, la ideología del hablante nativo, el inglés como lengua internacional y las metodologías de enseñanza apropiadas; aspectos que son controversiales en la comunidad ELT. Dentro del marco de la Lingüística Aplicada Crítica, estos elementos se discuten en tres secciones (tensiones globales/locales, identidad profesional del docente y una identidad profesional EFL nueva) para argumentar que se necesita una perspectiva dinámica, multifacética y cambiante de la identidad local y global del profesor de inglés, para que, de esta manera, los profesionales del inglés como lengua extranjera puedan definir o redefinir sus identidades tomando un posición política informada y crítica.

Detalles del artículo

Cómo citar
Torres-Rocha, J. C. (2019). Profesionalización e identidad del profesor de inglés: Entre tensiones locales/globales en la enseñanza del inglés. HOW Journal, 26(1), 153–176. https://doi.org/10.19183/how.26.1.501
Número
Vol. 26 Núm. 1: (January/June 2019)
Sección
Reflexiones y revisión de temas

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Biografía del autor/a

Julio Cesar Torres-Rocha, Universidad Libre University of Exeter

He is a teacher educator at Universidad Libre (Colombia) and currently a Doctoral Candidate in Education (TESOL) at University of Exeter (UK). He holds an MA in Research Methods in Applied Linguistics and ELT from Warwick University (UK) and an MA in Applied Linguistics to TELF from Universidad Distrital Francisco José de Caldas (Colombia).

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