This fourth volume in the ELT Local Research Agendas series, presented in six chapters, highlights research agendas for doctoral programs in education and the broader English Language Teaching (ELT) academic community. The first chapter employs collective autoethnography to create a space for healing and emotional liberation among doctoral thesis advisors, suggesting a new research direction. The second encourages multidisciplinary research on the multilingual identities of teachers. The third examines teacher leadership from a social justice perspective. The fourth explores the classification of identities among English teachers. The fifth discusses the investigation of emotions as vital to training future English teachers and promoting an inclusive, re-humanized pedagogy. The sixth presents transpedagogies as strategies to dismantle oppression in teacher education and promote healing and liberation. This volume presents new challenges for renewing research agendas in ELT through novel and reimagined themes.
Foreword
As a Colombian teacher educator and researcher in the field of applied linguistics to English Language Teaching (ELT), I am pleased to have witnessed how the Doctorado Interinstitucional en Educación of Universidad Distrital Francisco José de Caldas (DIE-UD) has long been committed to advancing c
On Becoming Dissertation Advisors from a Decolonial Stance: Coming to Terms with Our Contradictions. A Collective Autoethnography
This chapter presents a collective autoethnography exploring the decolonial practices and emotional experiences of doctoral advisors in ELT within the Colombian context.
Multilingual Teachers’ Identity(ies) in the Colombian Language Classroom
This chapter explores the identities of multilingual teachers in Colombia, focusing on how English dominance has shaped, limited, or erased other subjectivities within language education.
Teacher Leadership Otherwise: Problematizing Teacher Leadership Practices
This chapter shares my personal journey, which begins from a universal I attempted to foster and the struggles I faced through the doctoral program to problematize it.
English Language Teachers’ Lived Experiences on Social Class-ification
The exploration of school English language (EL) teachers’ experiences in their teaching workplaces has mainly revolved around beliefs on effective teaching, resistance to labels, burnout, resilience, and accountability.
Feeling Emotions in English Language Teacher Education: Towards the Recognition of the Emotional Approach
This chapter advances an emotional turn in English Language Teacher Education from a Global South perspective. Through “Amelia’s” narrative, it argues that emotions shape teacher identity and should not be merely managed.
Trans-Pedagogies: A Decolonial Response to Silences and Absences in Teacher Education
This chapter introduces trans-pedagogies as a decolonial response to the neo-colonial imperatives shaping Colombian English Language Teaching and teacher education.