A influência do inglês como meio de instrução na identidade dos docentes em uma universidade colombiana
DOI:
https://doi.org/10.17533/udea.ikala.356438Palavras-chave:
inglês como meio de instrução (EMI), identidade do docente, conflito identitário, renegociação da identidade, América LatinaResumo
O inglês como meio de instrução (emi) é uma iniciativa crescente no ensino superior latino-americano que exige que os instrutores adotem várias funções. Para entender melhor esse aspecto, este estudo qualitativo explorou como o ensino de aulas com emi afetou a identidade de um grupo de instrutores universitários colombianos. Os dados coletados por meio de entrevistas semiestruturadas e observações revelaram que, ao lecionar no emi, os instrutores vivenciaram um conflito entre suas identidades profissional, pessoal e institucional, o que os levou a renegociar sua identidade docente. A interação de fatores como a percepção deles como especialistas em conteúdo, a necessidade de oferecer suporte na língua estrangeira, a competência pedagógica, os interesses pessoais, a proficiência em inglês e a vontade de ensinar emi tiveram um papel importante nesse conflito. Esses resultados destacam a necessidade de instrutores e instituições enfrentarem uma possível reconfiguração de identidade para implementar o emi com sucesso. Este artigo contribui para a compreensão teórica e empírica da identidade do professor no emi na América Latina.
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