This study intends to document how critical pedagogy can be promoted in the formation of EFL student teachers (the B.A. program on Bilingual Education at Institución Universitaria Colombo Americana- Única) by resorting to the narratives of a diverse minority EFL teacher as input to contest the givens of bilingualism policies from the schooling system. The study intends to create conditions and spaces for the reflection of future teachers, so that their personal epistemologies of the implications of language policies foster their awareness of their agentive role in society, and inform their professional discourse, their eventual teaching practices, and their contribution to society as intellectuals.

This proposal focuses on the identity reconstruction of transnational language teachers using a qualitative narrative inquiry as the research methodology. It begins by identifying the identity issues encountered by the transnational participants in a new foreign teaching context. And it aims to explore how socio-cultural complexities, interaction and negotiation with local educational traditions, beliefs and practices have prompted the reconstruction, transformation, or hybridization of transnational teacher identities. 

The literature review section of this proposal provides an overview on the development of LTI research approaches evolving from essentialism, structuralism, post-structuralism to discourse analysis as a field for finding identities in recent decades. Theoretical concepts such as Said’s (1993) intellectual exile and Wenger’s (1998) “Peripheral” trajectories were introduced to explain the transnational teacher identity status.  It also includes a summary of...

The major incentive of this Doctoral proposal aroses after talking with some transgender students from university level; they mentioned have been mistreated by some teachers who apparently are not able to understand who they are, what being transgender person means. It is of paramount importance to remark on the pursuit of such a necessary training, giving the proper attention and assistance to the students who suffer silently, without having at the present time an alternative other than hiding themselves inside the social precepts and doing what our colonialist heritage imposes them, living in an insane anonymity. The problem itself is the lack of information we as teachers have about how to cope with the diversity of our students in our educational and academic contexts.

This dissertation presents a study on teacher-educator interactional identities in English language education. The study extends Conversation Analysis by doing co-analysis and member-checking with three participating teacher-educators to analyze the enactment of their interactional identities in language-based and content-based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher-educator interactional identities to explain how English language education occurs during classroom interaction.