Rural English Language Teacher Identities
Alternative Narratives of Professional Success
Bibliographic Data
| ID | 11154285 |
|---|---|
| Authors | Ferney Cruz-Arcila (0000-0002-9185-9392, Universidad EAN, corresponding author) |
| Year | 2020 |
| Volume | 25 |
| Issue | 2 |
| Pages | 435-453 |
| Publication date | 2020-02-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Íkala Revista de Lenguaje y Cultura (JOURNAL) |
| Journal identifiers | ISSN: 0123-3432 • E-ISSN: 2145-566X |
| Publisher | Universidad de Antioquia (PUBLISHER • CO) |
| DOI | 10.17533/udea.ikala.v25n02a05 |
| OpenAlex | W3105473930 |
| Language | EN |
| Citations received | 4 |
| References cited | 34 |
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
Aesthetics · English language · Field (mathematics · Identity (music · Linguistics · Mathematics education · Narrative · Pedagogy · Professional development · Situated · Sociology · Computer Science · Education in Rural Contexts · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
How Schools Do Policy
Identity and Language Learning
Communities of Practice
Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education
Learning to Become a Second Language Teacher
Expanding the Language Teacher Identity Landscape
The reflective practitioner
Teacher Identity as Pedagogy
I Never Knew I Was a Bilingual
ELT policy interpretations and translations in rural Colombia
Contexts which shape and reshape new teachers’ identities
Assessment technologies in schools
The personal and professional selves of teachers
National Bilingual Program
Emotions and Language Teacher Identity
Teacher agency, positioning, and English language learners
Complexities of Identity Formation
Chapter 3
Theorizing Language Teacher Identity
The teacher's soul and the terrors of performativity
Language Teacher Cognition in Applied Linguistics Research
Beyond 'identity
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |