Rural English Language Teacher Identities: Alternative Narratives of Professional Success

Keywords: English language teaching, rural teachers, professional success, teacher identity, narratives, English-as-a-foreign-language teachers

Abstract

This paper problematizes the notion of professional success in English language teaching as constructed in language policy in Colombia. This is done by examining one of the most underexplored social diversities in the field: rural schools. Stemming from a narrative study on how rural English language teachers configure their professional identities vis-à-vis the situated circumstances of their work settings and external pressures, this analysis shows that teachers’ sense of professional success is negotiated in creative, complex, and multiple—although not always consistent—ways, which represent alternative constructions of good teaching to those promulgated in policy. It is argued, then, that a reconfiguration of the belief systems of what teachers should know and do is necessary

|Abstract
= 182 veces | PDF
= 140 veces|

Downloads

Download data is not yet available.

Author Biography

Ferney Cruz-Arcila, Universidad EAN

Ph. D. in Language Discourse and Communication, King’s College, London.
Associate professor, School of Humanities and Social Sciences, EAN University, Bogotá D. C., Cundinamarca, Colombia.
cruzferney@gmail.com
https://orcid.org/0000-0002-9185-9392

References

Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065

Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Routledge. https://doi.org/10.4324/9780203153185

Ball, S. J., Maguire, M., Braun, A., Perryman, J., & Hoskins, K. (2012). Assessment technologies in schools:‘Deliverology’and the ‘play of dominations’. Research Papers in Education, 27(5), 513-533. https://doi.org/10.1080/02671522.2010.550012

Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25-42. https://doi.org/10.1177/0033688216631222

Barkhuizen, G. (2017). Language teacher identity research: An introduction. Reflections on language teacher identity research (pp. 1-11). Routledge. https://doi.org/10.4324/9781315643465

Borg, S. (2009). Language teacher cognition. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163-171). Cambridge University Press.

Brubaker, R., & Cooper, F. (2000). Beyond “identity”. Theory and Society, 29(1), 1-47. https://doi.org/10.1023/A:1007068714468

Colombia, Ministerio de Educación Nacional. (2005). Bases para una nación bilingüe y competitiva. [The bases for a competitive bilingual nation] [html] http://www.mineducacion.gov.co/1621/article-97498.html

Colombia, Ministerio de Educación Nacional. (2014). Programa nacional de inglés 2015-2025: documento de socialización. [National Program of English 2015-2025: Working document] Bogotá. http://www.colombiaaprende.edu.co/html/micrositios/1752/articles-343287_recurso_1.pdf.

Colombia, Ministerio de Educación Nacional. (2018). Colombia Bilingüe. [Bilingual Colombia]. http://aprende.colombiaaprende.edu.co/es/colombiabilingue/86689

Correa, D., Usma, J., & Montoya, J. C. (2014). El programa nacional de bilingüismo: un estudio exploratorio en el departamento de Antioquia, Colombia [National bilingualism program: An exploratory study in the department of Antioquia, Colombia]. Íkala, Revista de Lenguaje y Cultura, 19(1), 101-116.

Cruz-Arcila, F. (2017). Interrogating the social impact of English language teaching policies in Colombia from the vantage point of rural areas. Australian and International Journal of Rural Education, 27(2), 46-60.

Cruz-Arcila, F. (2018a). ELT policy interpretations and translations in rural Colombia. Current Issues in Language Planning, 19(4), 363-382, https://doi.org/10.1080/14664208.2017.1377903

Cruz-Arcila, F. (2018b). The wisdom of teachers’ personal theories: Creative ELT practices from Colombian rural schools. PROFILE, Issues in Teachers Professional Development, 20(2), 65-78. https://doi.org/10.15446/profile.v20n2.67142

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616. https://doi.org/10.1080/01411920600775316

Delgado, M. (2014). La educación básica y media en Colombia: retos en equidad y calidad [Elementary and middle education in Colombia: equity and quality challenges]. Fedesarrollo (Ed.). http://www.fedesarrollo.org.co/wp-content/uploads/2011/08/La-educaci%C3%B3n-b%C3%A1sica-y-media-en-Colombia-retos-en-equidad-y-calidad-KAS.pdf

El Espectador. (2016, November 15). Colombia sigue rajado en inglés [Colombia still flunks English]. El Espectador. https://www.elespectador.com/noticias/educacion/colombia-sigue-rajado-ingles-articulo-665607

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002

Fortich Mesa, R. (2013, September 6). Rajados en inglés [Flunking English]. El Universal. https://www.eluniversal.com.co/opinion/columna/rajados-en-ingles-5193-FQEU221985

Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125. https://doi.org/10.3102/0091732X025001099

Gossaín, J. (2014, February 27). ¿Por qué es tan mala la educación en Colombia? [Why education is so poor in Colombia?] El Tiempo. http://www.eltiempo.com/archivo/documento/CMS-13570938

Graves, K. (2009). The curriculum of second language teacher education. The Cambridge guide to second language teacher education (pp. 115-124). Cambridge University Press.

Guerrero, C. H. (2010). The portrayal of EFL teachers in official discourse: The perpetuation of disdain. PROFILE, 12(2), 33-49.

Hall, S., (1996). Who needs identity? In S. Hall, & P. du Gay (Eds.), Questions of cultural identity: SAGE Publications. Sage.

Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: identities‐in‐practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540-4781.2011.01178.x

Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103. https://doi.org/10.1016/j.tate.2014.09.009

Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435-449. https://doi.org/10.1111/modl.12239

Lackin, M., & Gasperini, L. (2004). La educación básica en áreas rurales: situación, problemática y perspectivas. [Elementary education in rural areas: Current

situation, problems and perspectives] Educación para el desarrollo rural: hacia nuevas respuestas de política. (pp. 81-188). UNESCO & FAO.

Leung, C. (2009). Second language teacher professionalism. The Cambridge guide to second language teacher education (pp. 49-58). Cambridge University Press.

Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. The Sage handbook of qualitative research, 4, 97-128.

López, H., & Núñez, J. (2007). Pobreza y desigualdad en Colombia: Diagnóstico y estrategias. [Poverty and inequality in Colombia: Diagnosis and strategies] Bogotá: Departamento Nacional de Planeación.

Miller, J. (2009). Teacher identity. In A. R. Burns, Jack (Ed.), The Cambridge guide to second language teacher education (pp. 172-181). Cambridge University Press.

Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7(2-3), 172-188. https://doi.org/10.1080/13670050408667807

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman. https://doi.org/10.21832/9781783090563

Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.

Olsen, B. (2016). Teaching for success: Developing your teacher identity in today's classroom (2nd Ed.). Routledge. https://doi.org/10.4324/9781315631714

Pavlenko, A. (2003). "I never knew I was a bilingual": Reimagining teacher identities in TESOL. Journal of Language, Identity, and Education, 2(4), 251-268. https://doi.org/10.1207/S15327701JLIE0204_2

Perry, S. (2010). La pobreza rural en Colombia. [Rural poverty in Colombia] [PDF document] http://www.rimisp.org/wp-content/files_mf/1366386291DocumentoDiagnosticoColombia.pdf

Programa de las Naciones Unidas para el Desarrollo. (2011). Colombia rural: razones para la esperanza [Rural Colombia: Reasons for hope]. Programa de las Naciones Unidas para el Desarrollo.

Portafolio. (2017, November 16). Los retos que tiene Colombia para mejorar en el dominio de inglés [Colombia's challenges to improve English proficiency]. Portafolio. https://www.portafolio.co/economia/gobierno/los-retos-que-tiene-colombia-para-mejorar-en-el-dominio-de-ingles-511663

Portafolio (2018, November 08). Colombia se raja en inglés [Colombia flunking English]. Portafolio. https://www.portafolio.co/tendencias/colombia-raja-ingles-78192

Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122. https://doi.org/10.1177/0033688210372953

Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. Routledge. https://doi.org/10.4324/9780203803714

Scott, D., & Usher, R. (2011). Researching education: Data, methods and theory in educational enquiry (2nd Ed.). Continuum International.

Scholes Gillings de González, B. (2011). The nature of recognition in TEFL teachers' lives. PROFILE Issues in TeachersProfessional Development, 13(1), 75-87.

Schön, D. (1983). The reflective practitioner: How professionals think in action. Ashgate.

Sierra Piedrahita, A. M. (2016). Contributions of a social justice language teacher education perspective to professional development programs in Colombia. PROFILE Issues in TeachersProfessional Development, 18(1), 203-217. https://doi.org/10.15446/profile.v18n1.47807

Song, J. (2016). Emotions and Language teacher identity: Conflicts, vulnerability, and transformation. TESOL Quarterly, 50(3), 631-654. https://doi.org/10.1002/tesq.312

Taylor, C. (1994). The politics of recognition. Multiculturalism: Examining the politics of recognition. (A. Gutmann, edition and introduction). Princeton University Press.

Troman, G. (1996). Models of the ‘good’teacher: defining and redefining teacher quality. Contemporary issues in teaching and learning (pp. 20-37). Routledge.

Tsui, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x

Varghese, M. M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44. https://doi.org/10.1207/s15327701jlie0401_2

Varghese, M. M., Motha, S., Trent, J., Park, G., & Reeves, J. (2016). Language teacher identity in (multi)lingual educational contexts. TESOL Quarterly, 60(3).

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932

Wolff, D., & De Costa, P. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101(S1), 76-90. https://doi.org/10.1111/modl.12370

Published
2020-02-05
How to Cite
Cruz-Arcila, F. (2020). Rural English Language Teacher Identities: Alternative Narratives of Professional Success. Íkala, 25(2), 435-453. https://doi.org/10.17533/udea.ikala.v25n02a05
Section
Empirical Studies