High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.

• Autores: Torres-Rocha, Julio César
• Tipo de recurso: Article of journal
• Fecha de publicación: 2017
• Institución: Universidad Nacional de Colombia
• Repositorio: Universidad Nacional de Colombia
• Idioma: spa
• OAI Identifier: oai:repositorio.unal.edu.co:unal/66897
• Acceso en línea: https://repositorio.unal.edu.co/handle/unal/66897; http://bdigital.unal.edu.co/67925/
• Palabra clave: 37 Educación / Education; 8 Literatura y retórica / Literature; English as a foreign language; language policy; language requirements; teacher identity; teacher emotions; identidad del profesor de inglés; inglés como lengua extranjera; política de lengua; requisitos de lengua; sentimientos de los profesores
• Rights: openAccess
• License: Atribución-NoComercial 4.0 Internacional