Oscar Fernando Abella Peña

Research on language teachers’ identities in the English as a Second Language (ESL), Teaching to Speakers of Other Languages (TESOL), and the English Language Teaching (ELT) in general has been a broad, extensive and multifaceted. While the field has achieved significant maturity, debates persist about how teachers in diverse educational contexts construct our identities through discourse and practice (Torres-Rocha, 2019; Trent, 2015). This study examines the intersection of critical pedagogy (Freire, 1970; McLaren, 2002; Giroux, 2014) and English language teachers’ identities to explore the critical identities (CIs) of school English language teachers (SELTs) in Colombia through the lens of narrative positioning and critical pedagogy. While research on language teachers’ identities has often centered on higher education practitioners, this study focuses on SELTs, addressing the challenges and tensions we face within a socio-political and educational context that prioritizes...