Inquiring pre-service teachers’ narratives on language policy and identity during their practicum.

Main Article Content

Juan Carlos Montoya-López
Ayda Vanessa Mosquera-Andrade
Oscar Alberto Peláez-Henao

Abstract

This narrative inquiry study aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narratives of five students of an English teaching program in Medellín, Colombia,  were examined. Their reflections and decision making on foreign language policies regulating their pedagogical practices at various schools show their social and critical awareness. Teaching represents a high moral load for them as they embrace a humanistic perspective. However, their narratives also pose challenges to language teaching programs in helping pre-service teachers to build micropolitical agency supported on solid theoretical knowledge to participate in policymaking. On the one hand, their narrations of the policy appropriation process they undertook show their frustration and disappointment in trying to participate when policy structures and other policy arbiters were close to them. On the other hand, when policy structures and arbiters openly allowed their policy participation, their actions and reflections focused on methodological concerns but rarely addressed social or critical awareness regarding curriculum design and development. Therefore, supporting pre-service teachers in strengthening their identities with solid theoretical constructs should be a priority because they will build micropolitical agency to overcome political tensions and negotiate their policy participation.

Article Details

How to Cite
Montoya-López, J. C., Mosquera-Andrade, A. V., & Peláez-Henao, O. A. (2020). Inquiring pre-service teachers’ narratives on language policy and identity during their practicum. HOW Journal, 27(2), 51-72. https://doi.org/10.19183/how.27.2.544
Section
Research Reports
Author Biographies

Juan Carlos Montoya-López, Universidad Cátolica Luis Amigó

Juan Carlos Montoya holds a Master’s in Foreign Language Teaching and Learning at Universidad de Antioquia, Medellín. He is a researcher in foreign language policies and member of the research group GIAE. He works as a language teacher and teacher educator at Universidad Católica Luis Amigó and Universidad de Antioquia.

Ayda Vanessa Mosquera-Andrade, Universidad Católica Luis Amigó

Ayda Vanessa Mosquera is an advance student at the English Language Teaching Program at Universidad Católica Luis Amigó in Medellin. Currently, she is a founder member of the Student Research Group on Foreign Language Police from the same university. She works as English Teachers for kinder garden students and adults.

Oscar Alberto Peláez-Henao, Universidad Católica Luis Amigó

Oscar Peláez is a teacher educator and researcher in the English Language Teaching Program, Universidad Católica Luis Amigó, Medellín, and a member of the Evaluation and Action Research Group in Foreign Languages (GIAE), Universidad de Antioquia, Medellín. 

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