The Role of Language Learning Experiences in Shaping English Teacher Identities: A Case Study from a Critical Language Awareness Approach

Abstract

Research on English teaching and learning acknowledges that teachers’ pedagogical practices are strongly influenced by their teachers’ identities. Yet, little emphasis is given to exploring the factors that contribute to identity construction. This study aims to understand the role language learning experiences have in shaping the identities of four Colombian English teachers. Through the adoption of a critical language awareness framework (Fairclough, 2015; Norton 2020), this study also seeks to investigate power systems embedded in participants’ learning trajectories and the impact they have on their identities. Through a linguistic autobiography, a self-portrait and two individual interviews, this report explores answers to the critical questions: a) how have the life-long language learning experiences of participants shaped their teaching beliefs and teachers’ identity? b) What kind of power dynamics can be identified in those language learning experiences? and c) how do participants describe them? This study may contribute to advocating for spaces of discussion and reflection around language teacher’s identities in the curriculum of teachers’ preparation as well as in professional development programs.