After being part of a language teaching program and as a mentor of pre-service teachers for many years, I have always been interested in the way emotions configure the way we behave and who we are as teachers. After doing an exploration on resent research in Colombia on the area of emotions, I could realize there are some, which are mainly concentrated on the way emotions affect the teachers’ agency and performance in the classroom. However, studies regarding the way the emotions construct the Pre-service teachers’ identity bearing in mind their process of becoming English language teachers is not yet well discussed. Based on the previous information, I want to answer the next question: How do pre-service teachers’ emotions, experienced during teaching in the pedagogical practicum, illustrate the construction of their language teacher identities? Some objectives were established to answer to the proposed question.   

• To identify the emotions that student-teachers...

This research project will take place in a public school in Bogota, with 38 students from 6 grade who are between 11 and 15 years of age. Some students (8) come from different parts of Colombia, but others from outside the country (3). In that sense, the idea of exploring students’ different backgrounds becomes relevant as the educational community, in general, tends to make these students invisible. This study would also allow students to unveil their experiences when they are segregated by their social identities, even more, when they intersect.

Taking that into consideration that intersectionality is the main aspect of this study, it is important to mention that scholars such as Crenshaw (1989), Collins (2000), Anzaldúa (1987), and Lugones (2005) have contributed to this field. However, both authors, Anzaldúa (1987) and Lugones (2005) included two important aspects: power and fusion, which played an important role in their writings. For Anzaldúa´s culture and family,...

This doctoral-application research proposal looks for both identifying the mentor teachers’ pedagogical and conversational factors that build their interactional identities as language teachers in the English classroom of BA programs in TEFL in Colombia, as well as describing the ways in which their interactional identities configure pre-service teachers’ identities as language teachers. These aims will be pursued by tracing and describing mentor teachers’ conversational factors from the observation of their interactions with pre-service teachers in English classes (interaction patterns) and their pedagogical factors from the interpretation of the meanings (conversational interactions) that they give to the manner in which their interactions happen in class.