English Language Learners Voices: Exploring Identity...

Running Head: IDENTITY AND ENGLISH LANGUAGE LEARNERS

English Language Learners Voices: Exploring Identity Construction

through Life Stories

Ruth Stella Ávila Gutiérrez

Katherin Paola Villamil Fajardo

Universidad Distrital Francisco José de Caldas

Facultad de Ciencias y Educación

Licenciatura en Educación Básica con Énfasis en Inglés

Bogotá D.C

2018

IDENTITY AND ENGLISH LANGUAGE LEARNERS 2

English Language Learners Voices: Exploring Identity Construction

through Life Stories

Ruth Stella Ávila Gutiérrez

Katherin Paola Villamil Fajardo


MONOGRAPH ADVISOR:

Julia Posada

A monograph submitted as a requirement to obtain the degree as

Bachelor in Basic Education with Emphasis in English


Facultad de Ciencias y Educación

Licenciatura en Educación Básica con Énfasis en Inglés

Bogotá D.C

2018


Note of acceptance

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Monograph Advisor

__________________________________

Juror

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Acuerdo 19 de 1988 del Consejo Superior Universitario

Artículo 1771: “La Universidad Distrital Francisco José de Caldas no será

responsable por las ideas expuestas en este trabajo”


Acknowledgements

I want to dedicate this research project to the people who directly and

indirectly gave me the necessary strength and support to accomplish this thesis,

despite all adversities. To begin with, I want to thank our tutor Julia Posada for

her direction, patience, commitment and devotion during the development of

this paper. Likewise, I wish to express all my gratitude to our participants,

because their collaboration, honesty and kindness allowed us to successfully

finish this monograph. I also want to thank to my dear Juan Carlos González for

all his love, company, guidance and encouragement.

I am also thankful to my partner Katherin Villamil for all the laughs, tears,

support and friendship that we shared over these years. Finally, I want to thank

my family, especially my mom who has always been with me, and my dad who

has showed me that conviction and effort are necessary to achieve any dreams

and goals.

Ruth Stella Ávila.


Acknowledgements

First, I give thanks to God for the strength and ability to complete this

proposal. I also want to express my sincere gratitude to my advisor Julia

Posada, for her continuous support, patience, motivation, and immense

knowledge. Her guidance helped us make this project possible.

Besides my advisor, I want to thank my family. To my father for having

been in the happiest moments of my life, being my counselor and forever my

great love. To my mother, my friend and companion, for always being with me,

for her love and unconditional support. I am also deeply thankful to Ruth Ávila

for being an excellent partner and friend. And last but not least, to the

participants whose effort and time greatly contributed to this project.

Katherin Paola Villamil.


Abstract

Identity is an inherent element in the conformation of a person, which is

constructed intimately and almost imperceptibly across time and space,

providing recognition of oneself. In this construction different experiences

converge, that can be only known from the history of each person. Therefore,

this paper aims at understanding how ELPTS construct their identity as learners

of English, by implementing a qualitative case study. The participants are

students from first to fifth semester of the Bachelor’s Degree in Basic Education

with Emphasis in English at Universidad Distrital Francisco José de Caldas. The

instruments used in the data collection are autobiographical narratives and

group interviews. The findings showed that factors like experiences in the

educational field, language perceptions and the relationship with teachers and

peers influence the construction of the identity of English language learners. It is

also found that through the construction of the identity as learners, students

search for tools to confront the learning process by investing time and

resources for the enhancement of their language skills.

Keywords: Identity, identity construction, ideal self, English language

preservice teachers (ELPTS), investment, code switching.


Resumen

La identidad es un elemento inherente en la conformación de una

persona, la cual se construye de forma íntima y casi de forma imperceptible a lo

largo del tiempo y espacio, otorgando un reconocimiento de sí mismo. En dicha

construcción convergen diferentes experiencias que solo se conocen a partir de

la historia de cada persona. Por lo tanto, esta tesis tiene como objetivo

entender la forma en la que los docentes en formación construyen su identidad

como aprendices del inglés, implementando un estudio de caso cualitativo. Los

participantes son estudiantes de primero a quinto semestre de la Licenciatura

en Educación Básica con Énfasis en Inglés de la Universidad Distrital Francisco

José de Caldas. Los instrumentos que se utilizaron en la recolección de datos

fueron narrativas autobiográficas y entrevistas grupales. Los hallazgos

mostraron que factores como las experiencias en el ámbito educativo, las

prácticas docentes, las percepciones del lenguaje y la relación con los

profesores y pares inciden en la construcción de la identidad de los aprendices

de inglés. Asimismo, se encontró que a través de la construcción de su

identidad como aprendices, los docentes en formación buscan formas de

enfrentar su proceso de aprendizaje invirtiendo tiempo y recursos en el

mejoramiento de sus habilidades en el idioma.

Palabras clave: identidad, construcción de la identidad, “yo” ideal, profesores

de inglés en formación, inversión, cambio de código lingüístico.


Table of Contents

Chapter One …………………………………………………………………............ 11

Introduction …………………………………………………………………………… 11

Statement of the Problem …………………………………………………………… 13

Research Question ……………………………………………………………… 17

Research Objectives ……………………………………………………………. 17

Justification …………………………………………………………………………… 18

Chapter Two …………………………………………………………………........... 20

Theoretical Framework …………………………………………..…………..……… 20

What is identity?............................................................................................. 20

Language and Learners Identity ………………………………………..……… 23

Investment and Motivation in Language Learning …………………………... 25

Identity Positions ………………………………………………………………… 28

Translanguaging ………………………………………………………………… 31

Code-switching …………………………………………………………………... 33

Learning and Identity ……………………………………………………............ 35

Chapter Three ……………………………………………………………………….. 39

Research Design …………………………………………………………………….. 39

Research Paradigm ……………………………………………………………… 39

Type of Research ………………………………………………………………… 39

Setting ……………………………………………………………………………... 40

Participants ……………………………………………………………………….. 41

Selection of Participants …………………………………………………………. 42

Data Collection Technique and Instruments ……….……………………….…. 43

Unit of Analysis ……………………………………………………………………. 46

Validity and Reliability ……………………………...…………………………….. 46


Chapter Four ………………………………………………………………………… 50

Data Analysis ………………………………………………………………………… 50

Process of Data Collection …………………………………………………………. 50

Findings ………………………………………………………………………………. 55

Imagined English Teacher: the construction of the self …………………….. 55

Learners and English: The ambivalent desire to learn and practice ……….. 61

Practicing English: Identity and the use of the language …………………….. 67

Conclusions …………………………………………………………………............ 81

Pedagogical implications …………………………………………………............ 84

References …………………………………………………………………………... 88

Annexes …………………………………………………………………………….... 94

Consent Forms ………………………………………………………………………. 94

Example of the Consent Forms ……………………………………………………. 97

Narratives and interviews Guideline ………………………………………………. 100

Example of the Narratives ………………………………………………………….. 101

Extract of interviews Transcription …………………………………………........... 106

Questionnaire for the Statement of the Problem …………………………………. 111

Example of the Questionnaire for the Statement of the Problem ………………. 112

Tables ………………………………………………………………………………... 109

Table # 1 ……………………………………………………………………….. 109

Table # 2 ……………………………………………………………………….. 109

Table # 3 ……………………………………………………………………….. 109


Chapter One

Introduction

We realized from our experience as language learners, that the identities we

developed during the LEBEI program represented certain guiding principles in

our learning process. Such identities were constructed unconsciously, therefore

we did not notice how these identities were developed nor did we measure their

impact on our academic life, our performance or our outcomes. Consequently,

we decided to conduct a study to reveal how English language preservice

teachers of LEBEI, currently at ciclo de fundamentación (fundamentation cycle),

construct their identities as language learners.

In our opinion, it is important to understand the construction of such identities

because as learners, we most of the time did not realize how it occurred neither

did we understand its relevance on our actions and thoughts. Nevertheless, we

are certain that our background and all the experiences we lived as university

students exert a great deal of influence on our identity as language learners.

Hence the importance of this study in disclosing how English language

preservice teachers develop their identities as learners, regarding their

background, their experiences and their thoughts in the LEBEI program.

For the purpose of this paper, we decided to carry out a qualitative case

study considering some English language preservice teachers (- ELPTS hence

for) from first to fifth semester at Universidad Distrital Francisco José de Caldas,


in the program Licenciatura en Educación Básica con Énfasis en Inglés

(Bachelor’s Degree in Basic Education with emphasis in English or its acronym

in Spanish: LEBEI). Written narratives and interviews were selected as our

research instruments to collect data related to the learners experiences in

learning English.

We expect the impact of this study to be in the description of how ELPTS

reflect on how they have constructed their identities as language learners,

regarding the elements that have influenced such construction, while becoming

aware of its importance on their learning performance and outcomes. The

academic community may take into consideration the relevance of LEBEI

students’ identities on the development of classes, in order to enrich classroom

dynamics where the content can be accompanied by the perceptions and

identities of learners, generating more significant learning experiences.

This study is divided into four chapters. The first chapter presents a

description of the motivation behind our research interest and a general

contextualization. The second chapter contains the literature review where the

reader is introduced to the authors, definitions and concepts that helped shape

this research project. Chapter number three corresponds to the research

design, which describes how the study was developed and outlines relevant

features like the type of research, setting, population, the unit of analysis, data

collection instruments and the characteristics for validity and reliability. Finally,

in chapter four we deliver our data analysis, findings and conclusions.


Statement of the Problem

This study started as a search for the aspects that determine the learning

process of ELPTS at the LEBEI program. In this searching, we began by

reflecting on our own experiences at the university finding an interesting issue,

which in our perception, becomes relevant in the learners’ academic life: the

construction of language learners identity.

The identities that ELPTS construct as language learners are dynamic,

unique and complex according to their background, experiences, emotions and

expectations related to learning English. Such identities are expressed

intrinsically on their attitudes, thoughts, feelings and perspectives regarding the

English language. However, these aspects do not provide enough information

on how learners construct their identities nor its relevance for the students’

academic life, their performance and outcomes during the learning process.

Therefore, our interest in carrying out a study to find out how ELPTS at the

LEBEI program construct their identity as learners of a foreign language.

Searching for a better understanding of the construction of learners’ identity,

we decided to apply a questionnaire to some ELPTS of the LEBEI program,

focusing our attention on their experiences while learning English. This

questionnaire was centered on three aspects: their previous contacts with the

language, perceptions of the learners about the language and their feelings

towards language learning.


We found that most of the ELPTS had their initial approach to the English

language during their childhood in similar settings. As children, most of them

perceived English as a difficult but interesting subject to learn, because it

helped them expand their vocabulary and understand the world in another

language.

“Desde el colegio el inglés me llamo la atención debido a que se encontraba demasiada información en

inglés y pues me sentía perdido, así que era como una necesidad para poder entender textos. El inglés en

ocasiones me ha parecido un poco complicado ya que es una lengua distinta”. (Participante anónimo.

Tercer semestre)

"From school the English language caught my attention because I found too much information in English,

and I felt lost. Hence, English was like a need to understand texts. English sometimes can be a little bit

complicated for me because it is a different language". (Anonymous participant. Third semester)

“Desde la etapa escolar tomé gusto por el inglés como la otra forma de expresar mis pensamientos hacia

otras personas pertenecientes a otras culturas” (Participante anónimo. Tercer semestre)

"From school I liked English because it was other way to express my thoughts in front of other people from

other cultures" (Anonymous participant. Third semester)

“Desde el colegio me acerqué al inglés y lo percibí como una herramienta que podría ampliar horizontes”.

(Participante anónimo. Segundo semestre).

"From school I liked English and I perceived it as a tool that could expand my horizons". (Anonymous

participant. Second semester)

Likewise, we found that some ELPTS up to the present, perceive English as

a great challenge. This makes them feel comfortable and motivated on account

of their learning environment and teachers’ assistance, a circumstance that has

helped them work on their abilities and weaknesses. On the other hand, there


are students that conceive English as a complicated subject to learn because in

the classes they feel lost, insecure, uncomfortable and dissatisfied with their

own learning process and educational reality. Some ELPTS also mentioned that

it is necessary to have passion, enthusiasm, confidence, motivation, discipline

and constant practice to learn a foreign language, as well as the theoretical

statements and the pertinent guidance of an educator, in order to overcome

their weaknesses and reinforce their abilities.

“Me he sentido bien en mi proceso de aprendizaje, aunque a veces se torna difícil, el apoyo de los

docentes ha sido de gran motivación”. (Participante anónimo. Segundo semestre).

"I have felt good in my learning process, although sometimes it becomes difficult, the support of my

teachers has been a great motivation” (Anonymous participant. Second semester)

“No podría describir mi proceso de aprendizaje de forma concreta debido a que he presentado altas y

bajas, asimismo he pasado por profesores que han enseñado muy bien y otros que no tanto”.

(Participante anónimo. Segundo semestre).

“I cannot describe my learning process in a concrete form because I have experienced ups and downs,

and also, I have had teachers who have taught very well and others who have not”. (Anonymous

participant. Second semester)

“No niego que aprender una lengua extranjera es al principio complicado pero con dedicación, pasión y

voluntad se hace más ameno y divertido aprender, además los docentes y las clases han sido buenas

pues son muy didácticas”. (Participante anónimo. Tercer semestre).

“I do not deny that at the beginning, learning a foreign language is complicated, but with dedication,

passion and will, it becomes more enjoyable and funny to learn. Besides, teachers have been good and

the classes are very didactic”. (Anonymous participant. Second semester)


In general, this questionnaire helped us comprehend that, certainly, each

student is unique. This is why it is difficult to recognize their identities in a direct

way. It is necessary to take into account their voices and look into their learning

stories, experiences and reflections to find out who they really are, by allowing

them to recognize their invaluable learning identities and how such identities are

constructed.

As a consequence, the intention of our study is to look into the experiences

and stories of some ELPTS at ciclo de fundamentación, in order to reveal and

understand how they construct their identity as learners, identifying the issues

that determine their perceptions, performance and outcomes in their learning

process.

With all this in mind, we present the research questions and objectives that

outline our intention in this study:


Research Question:

How do English language preservice teachers construct their identities as

language learners?

Objectives:

● To reveal how English language preservice teachers construct their

identity as learners of a foreign language.

● To expose the elements that intervene in the identity construction of

English language preservice teachers.

● To understand the connection between the identity construction English

language preservice teachers and their learning process.


Justification

Identity has acquired an enormous research interest. In various fields, many

researchers have focused their studies on identity as an essential factor in the

communicative interaction, as it reveals what we are and how we are through

communication. Nevertheless, in the educational field identity has not been

given relevance as an indispensable aspect in the process of learning a foreign

language. (Taylor et al., 2013).

We experienced this situation as ELPTS. Since the beginning of the

program, we felt that the most important was fulfilling the requirements of each

subject as well as satisfying the expectations that other people had of us,

without reflecting on ourselves. The construction of our identity as language

learners was an aspect that we overlooked most of the time, and for that

reason, our learning experiences turned out to be more difficult than we

expected, both academically and personally. We never reflected on how our

identity was being constructed around learning English or on the effects of each

experience on our learning process. Nowadays, we recognize this aspect and

realize its relevance. Had we embraced our identity as learners, perhaps our

experiences and duties in the university would have been more meaningful and

easy to perform.

Considering this, we firmly believe that the present study can contribute in

several aspects to each one of the persons involved in its development. In our


case as researchers, it has certainly helped us clarify our understanding of

identity and recognize how it is constructed and what aspects contribute to the

construction of our identities as language learners.

For our participants, this project can allow them to reflect on their learning

process, perceiving their own identities as language learners, an issue that in

the future can guide them to change, consolidate or improve their performance.

They can also embrace the positive aspects of their identity as learners and

overcome obstacles in their learning process by uncovering their abilities,

actions and expectations.

Finally, this study can also allow the academic community to recognize what

is involved in the construction of learner’s identity, recognizing students as

human beings with different experiences, stories, feelings, skills and

expectations related to language learning. From all this, educators could

develop more strategies to enhance the learning experience, keeping in mind

not only the class content and objectives but also the issues mentioned above.

As a consequence, learners and teachers can establish a dialogical relation in

order to develop a better relationship, to overcome difficulties and to enhance

their performance and outcomes.


Chapter Two

Theoretical Framework

In this chapter, we wanted to clarify the concept of identity on account of its

relevance on the educational field, and specifically on the development of the

learners. We began by outlining some general concepts of identity from three

different disciplines and then, we presented our own understanding on identity.

Finally, we explained how identity is addressed in the classroom scenario and

its connection with the English language, the students’ investment, identity

positions, translanguaging and code switching concluding with an explanation of

the identity construction towards language learning.

What is identity?

Identity as a concept and phenomenon has been addressed in different

forms and from several fields, with multiple results. Its exploration can be

considered interdisciplinary because each perspective has contributed to the

development of its study. To illustrate this point, we decided to present a brief

explanation of what is perceived as identity in the psychological, psychosocial

and sociocultural fields.

In the psychological field, identity has been mostly assumed as an internal

construction where the external world does not have a primary role or impact,

more specifically, identity is conceived as something located in the mind of each

person (Wernereich, 1986). Accordingly, it is understood that individuals, based


on their identities, are able to establish, adjust, or reaffirm their reality. It is also

implicit that such identities are continuous and linear involving fixed and regular

stages of human life as past, present, and future (Horowitz, 2012).

By avoiding the influence of the external world, the mentioned perspective

not only presented a limited view of identity but also discarded important

aspects such as society, culture, and economics, among others, that are

relevant to the formation of the identity of an individual. Consequently, an

alternate line of psychology responded by trying to understand identity involving

the aspects mentioned above: social-psychology.

In social-psychology, identity has been defined as the set of distinctive

features such as beliefs, qualities, personality, appearance and expressions

that make a person (Paul, 2015). Each person defines his or her identity from its

own recognition based on personal values, attributes and social context (Tajfel,

1981). Then, identity is conceived as a concept constructed dynamically

according to the circumstances and stages that people face during their lives.

Issues that are defined through normative crises, or in other words, crucial

situations that human beings confront for the development of their identity.

(Erikson, 1980).

The previous understanding of identity is not disconnected from what it is

defined in the sociocultural field. In such perspective, authors as Hogg and

Abrams (1988), and Wendt (1992) conceived identity as a group of concepts


that define a person and emerge "on the basis of race, ethnicity, religion,

language, and culture" (Deng 1995, cited by Fearon 1999. Pg, 04). These

concepts in turn are revealed by how each person relates and positionates with

others to achieve a target role within society (Wendt, 1994. Pg, 395)

To expand this understanding, Taylor (2013. Pg, 03) declared that “the

notion of identity is understood to mean the aggregate of a person's self-beliefs,

which may be private or public and may differ from one relational context to

another”. In this definition the author stated that identity is a personal

construction where converge our beliefs, attitudes and the relational context. A

context comprised of all the people we are in contact with: family, close friends,

classmates and teachers.

Norton (2000), declared that identity should be always understood in

relational terms: a set of relationships and positions. In other words, relations

become an important matter in the identity construction, and according to their

nature, we assume different outlooks, positions and attitudes. Therefore, it can

be inferred that individuals do not hold a unique identity, since it changes on

account of the circumstances and proximity in such relationships.

Likewise, Norton (2000 cited by Rottava and Da Silva 2014. Pg, 173)

mentioned that identity is “a sociocultural constructed notion as it indicates the

ways an individual understands his or her relation with the world, in time and

space, and in terms of future possibilities”. Accordingly, identity is a personal


construction that depends on the opportunities, experiences and relations that

each person establishes with the context and with the individuals that conform

it.

Based on the previous definitions, we concluded that the sociocultural

perspective adjusts better to the purpose of our study, given it conceives

identity as a dynamic, intangible and personal construction. Identity occurs

throughout our lives depending on reality, possibilities, experiences and core

beliefs (Kramsh, 1993; Falsifi, 2010), and it is expressed through actions and

attitudes in each scenario intending to express ourselves.

We consider that learning identity is developed under similar circumstances

according to each student personal insights, previous experiences, purposes

and opportunities. It is mediated by the experiences in the educational field, the

institutions or programs philosophy, and the intention to timely complete the

academic schedule. Another important factor for ELPTS is language itself,

which influences the learning identity development.

Language and Learners Identity

Identity is the result of our relation with the world in which our personal

beliefs, expectations and experiences are also present. In this construction,

language becomes a crucial element because it is the source that allows the

definition of an identity. At this point, Ochs (2008) mentioned that language is


not only a linguistic system but a vehicle that allows the expressing of the self.

In other words, language gives the opportunity to express ideas, thoughts and

our sense of self in order to find a place in our reality.

Weedon (1997. Pg 21) also proposed that “language is a place where

actual and possible forms of social organization are developed. Yet it is also the

place where our sense of ourselves, our subjectivity is constructed”. Both

authors conceived language not only as signs, but as the key point in the social

development of an individual, which provides the opportunity to express a sense

of self allowing the construction of different positions that compose the identity.

In order to complement the previous definitions, Norton (2000. Pg, 04)

argued that “language is not a neutral medium of communication, but it is a

social practice in which experiences are organized and identities negotiated”.

From this, we inferred that it is through language that people communicate or

express themselves but also negotiate, renegotiate and confirm aspects of their

identity, in which experiences and relationships are fundamental. Language

works as a filter to define the different positions that individuals acquire

regarding their reality, goals and expectations.

We also inferred that learners implicitly establish a relation with language, a

relation based on their experiences and perceptions of it. Accordingly, learners

can develop different attitudes towards language, being motivated or

unmotivated to learn the target language. In order to discuss such relation, it is


important to understand the concept of investment.

Investment and Motivation in Language Learning

The concept of investment is closely related to the concept of motivation. In

fact, the concept of investment has been used to strengthen how we

understand motivation, which is a complex and dynamic element that changes

and varies in any moment during our lives (Dörnyei, 2005). Given its complexity,

the concept of motivation has been difficult to define and describe, nevertheless

authors like Gardner (1985) presented it as a set of efforts and desires to

achieve the learning goals and attitudes that provide behavioral empowerment

towards the learning process.

In order to better understand the concept of motivation, four dimensions of

motivation have been specified: the goal, the behavioral effort to reach the goal,

the desire to achieve the goal and the attitudes toward the goal (Gardner, 1985

in Dörnyei 2010). Based on such dimensions, motivation can be further divided

into integrative and instrumental. Integrative motivation refers to the intention of

learning the language itself, whereas instrumental motivation has a functional

purpose for learning the target language; e.g. traveling or a job requirement.

Regarding such distinctions, Norton (2013. Pg, 50) mentioned that

motivation remains a construct with a psychological quantitative orientation that

“is used to quantify a learners commitment to learning the target language”.

However, it is important to mention that is not productive to classify students as


motivated or unmotivated, since higher or lower levels of motivation do not

necessarily convert into abundance or lack of enthusiasm to learn, neither into

successful or poor language learning processes. In other words, ELPTS can be

very motivated towards their learning process and still not achieve the results

they desire and vice versa.

To understand such situation, it is important to keep in mind the relationship

that English learners establish with the target language, a relation that has been

summarized in one word: investment. Norton (2000. Pg, 10) declared that “the

construct of investment signals the socially and historically constructed

relationship of learners to the target language and their often ambivalent desire

to learn and practice it”. Therefore, the relationship with language depends on

various factors, like the learners’ needs, desires, goals and interests to learn the

target language. Such factors may have different priorities, varying from one

student to another, depending on their disposition towards the language and

their own identity.

In relation to this, Dornyei (in Norton, 2013. Pg, 420) proposed that “there is

a connection between the learners desire and commitment to learn a language,

and their changing identity”. In other words, how much students are invested in

their language learning process will be reflected on their effort and compromise

to learn the target language, based on the aspects that conform their identity.

An identity that is complex, dynamic and multifaceted.


As a result, investment can be described as the amount of interest each

student devotes to their learning process in relation to the aspects that conform

their identity. Or to put it more clearly, investment is what learners do to learn

the target language, by still keeping their sense of self and future goals, and

without denoting their level of motivation or demotivation. As Norton (2001. Pg,

421) proposed “a learner may be a highly motivated language learner, but may

nevertheless have little investment in the language practices of a given

classroom or community being positioned as poor or unmotivated” and vice

versa.

Consequently, Norton (2013) suggested that learners invest or not in the

target language based on their desires and expectations to acquire symbolic

resources such as language itself, education or a linguistic community; and also

material resources like money, real state or capital goods. Accordingly, learners

sense of themselves, as well as their expectations for the future and their

imagined identities, are evaluated, confirmed or changed from time to time

along their learning process.

In connection, Norton (2013. Pg, 04) also declared that ”investment

conceives the learner as having a complex social history and multiple desires,

learners not only exchange information but they organize a sense of who they

are and how they relate with the social world”. Thus, Norton denoted the

relationship that students establish with language, not only to express or

communicate, but also to understand and feel language, to constitute their


social interactions and to develop an identity around their experiences,

ambitions and sense of self.

Identity Positions

The learning of a foreign language mediates how learners construct their

identity, not only as individuals but as learners. All the experiences,

expectations and goals related to the target language, as well as their

classmates and educators, work as filters that impact such identity

development, and therefore their academic process. As Pierce (1995. Pg, 13)

stated, “it is through language that a person negotiates a sense of self within

and across a range of sites at different points in time, and it is through language

that a person gains access to, or is denied, access to powerful social networks

that give learners the opportunity to express”.

These social networks are constructed through language, and represent the

relationships that learners establish during their academic lives, with their

classmates, teachers or the institution. The power relations inside these

relationships can have a negative impact, like lack of confidence, or positive as

self-confidence. Considering such power relations, learners develop different

identity positions to confront the situations that surround their academic life

(Norton, 2013).

Regarding these identity positions learners can be defined as introverted,


silence, unmotivated or extroverted, talkative and motivated. Norton (2000),

declared that these words are affective factors that categorize students in one

direction without reflecting their real identity and also limiting their capacities. It

is important to take into consideration that such affective factors can coexist

simultaneously in contradictory forms in a single student changing over time

and space according to personal and social circumstances.

Consequently, Norton (2013. Pg, 414) also declared that “some identity

positions may limit and constrain opportunities for learners to speak, read or

write, other identity positions may offer an enhanced set of possibilities for

social interaction and human agency”. Thus, the identity positions of students

can have a strong impact on their learning process, by modifying their relational

context, beliefs, opportunities and possibilities along the way.

Based on the nature of said relational contexts, beliefs, opportunities and

possibilities, learners take different identity positions to confront the challenges,

benefits and difficulties of interacting with the target language and the

classroom context. To illustrate this situation, Lee (2008 cited by Norton, 2009)

mentioned that students can create superior or subordinate identities promoting

or limiting, in some occasions, their access not only to language learning

opportunities, but to more powerful identities.

In order to better understand how the identity positions of the learners can

be constructed, Taylor, Busse, Gagova, Marsden and Roosken (2013. Pg 05)


proposed that the identity of the learners is “a composite notion characterized

by two self-dimensions: possible-actual and internal-external, resulting in four

components of the self-system”:

● Private self: (actual, internal). A person's intimate representation of

his/her present attributes which may or not transpire socially.

● Public selves: (actual, external). Various social representations that a

person may display depending on the relational context and audience.

● Ideal self: (possible, internal). Personal representation of what

somebody would like to be in the future, irrespective of other people's

desires and expectations.

● Imposed selves: (possible and external). Representations of other

people’s hopes, desires and expectations of what an individual should

achieve. The number of such representations depends on the number of

social relational contexts in which the individual functions.

Likewise, Taylor, Busse, Gagova, Marsden and Roosken (2013) mentioned

that there is strong support for the hypothesis that these four self-components

can be grouped into one of the following main configurations at a given time in a

given relational context:

● Submissive: a strong imposed self generates responses against the

ideal self (a student always doing what they are told despite having

different intentions).

● Duplicitous: a different ideal and imposed self generates parallel

responses (a student pretending to be very interested in an academic

subject but actually putting in as little effort as possible and following their


own alternative agenda).

● Rebellious: a strong ideal self generates responses against the imposed

self (a student who feels strong peer pressure to be “one of the gang” but

follows their own goal of studying for academic improvement).

● Harmonious: convergent ideal and imposed selves generate congruent

responses (a student who works to become a journalist and is strongly

encouraged by their family).

Taylor, Busse, Gagova, Marsden and Roosken (2013) also argued that

students establish different identity positions because they feel the pressure to

respond to contradictory social expectations which come from different social

relational contexts (family, teachers, friends). Therefore, students display the

identity that serves them best in their various social interactions. In other words,

they develop different forms to express their sense of self, in order to achieve

personal goals and upcoming expectations. As Norton (2013. Pg, 04) declared:

“identity references how a person understands his or her relationship to the

world, how that relationship is constructed across time and space, and how the

person understands possibilities for the future”.

Translanguaging

Translanguaging refers to “a discursive practice in which bilinguals engage

to make sense of their bilingual worlds” (Garcia, 2009 cited by Sayer, 2013. Pg,

68). In other words, it is the use of all the language repertoire that individuals


have, both in their mother language and in their second language, in order to

construct meaning.

García (2009) mentioned that in translanguaging the performing of different

language features maximizes the communicative potential. Likewise, she

premised translanguaging as "an approach to bilingualism that is centered not

on languages as has been the case, but on the practices of bilinguals that are

readily observable” (García, 2009. Pg, 05). This emphasized that

translanguaging is more about the act of communication rather than language

itself, placing relevance in understanding the message instead of the perfect

use of the target language.

Now, in relation to identity, translanguaging allows individuals to construct

their identities by making emerge from them an internal and unique repertoire

used to negotiate meanings, reinforce understandings and increase knowledge

(Garcia, 2009). Likewise, the use of all available linguistic resources to

construct meaning, enables the creation of spaces where social and cultural

meanings and identity positions emerge. A relevant example of this

phenomenon was observed in a primary school in Texas. A researcher noticed

that every time students used English words in Spanish conversations, it was in

order to construct a complete meaning of something that was not clear for them

(Sayer, 2013). For instance, it was necessary to use the word in English ‘Bowl’

to clarify what the teacher referred as “plato hondo” (Sayer, 2013. Pg, 64).


Translanguaging is also defined as a learning practice that builds on fluent

language practices and allows to simultaneously understand both languages.

For instance, a student can read in one language and write about it in a different

one, or the student can listen in one language and speak in another.

Code-switching

This concept refers to an alternation or change of languages that occurs

during bilingual conversations in which participants have at least one language

in common (Garcia and Wei, 2009 cited in Molina & Samuelson, 2016).

According to Becker (2001) code switching can be manifested intrasententially

and intersententially. The former involves the use of both languages within the

same sentence, whereas the latter involves the alternate use of different

languages from one sentence to the next.

Code-switching can emerge in different social dimensions, depending on

the relationship between the audience, the context, the speaker and the

purpose of communication (Crystal, 1987). Fishman (in Velazquez, 2010)

proposed other three aspects that can affect the code choice: group

membership, situation and topic. In order to clarify, the linguistic choices can be

affected by group membership, when the speakers base their use of a certain

language depending on the people they are talking to. The situation factor

depends mainly on power relationships. Therefore, the language selection can

be influenced by teachers, family members or peers. Lastly, the topic alludes to

the preference of the speakers for a linguistic system when addressing certain


topics in conversation. In this case, the choice of language relies on the fact that

certain topics are somehow handled better in one language than in another.

Now, code-switching can occur in different situations. For example, it can

happen when the speakers want to show solidarity with a social group; to

distinguish oneself from other social classes as a sign of education and

competence in more than one language; to participate in social encounters; to

discuss a certain topic, to express emotions, to impress and persuade the

audience and to supply a deficiency in communication (Crystal, 1987).

The aspects mentioned before, reflect the fact that code-switching carries

with it certain social meaning, since “it reinforces social factors such as identity,

social positions and interpersonal relationships” (Kieswetter, 1995. In Strauss,

2016. Pg, 12). In other words, when speakers decide to code-switch, they

perform or expose their identities, which are framed by culture, social norms,

academic environments, expectations and language ideologies (Sayer, 2013).

In relation to the context, the population and the problem of this study, we

consider that code-switching is the concept that shows the highest degree of

correlation. Finally, we kept in mind that inside the context surrounding our

study population, the mother language and the target language are not spoken

simultaneously, but rather alternate according to the space, people and

circumstances which is very characteristic of code-switching (Crystal, 1987).

However, it should be clarified that both concepts, ‘translanguaging’ and ‘code-

switching’, are reflected in the construction of identity through communicative


practices, since they generate and reinforce in each person social positions,

interpersonal relationships and cultural meanings (Kieswetter, 1995;Garcia,

2009; Sayer, 2013).

Learning and Identity

The connection between learning and identity is explored in diverse

contexts, regarding mostly the different types of identities. However, it is

important to mention that this study is not focused on such issue. On the

contrary, our intention is to understand how ELPTS construct their identity as

learners, assuming different identity positions according to the circumstances

and necessities along the learning process (Norton, 2013). This learning identity

is mediated by different internal and external elements in the learning

environment, which have a great impact on the construction of identity.

To begin with, Osguthorpe (2006), declared that there are at least five

different kinds of identity that are influenced by learning: professional, personal,

talent, character and learner identity. Learning identity is influenced by every

new learning experience, therefore becoming the most relevant because the

other identities rotate and develop around it. Then, learning and identity

establish a cooperative work in the construction of a person (Illeris, 2007), and

the learning identity is situated and mediated by different educational settings

(formal, non-formal and informal).

In such scenarios, essential experiences appear to have a great impact on

how we construct our identity as learners, as well as on who we are and what


we can do (Wenger, 1998). These experiences allow students to appropriate

information and knowledge for themselves in order to succeed in their social

interactions and academic goals. An issue that is reflected on the perceptions

that students establish about their own learning process (Falsafi, 2010).

Additionally, learners have different perceptions of the facts related to their

backgrounds, social context, educational environment, people around them and

also about themselves (Falsafi, 2010). Based on these perceptions, students

adopt a role in society, expecting recognition. This situation allows the

construction of an “appropriate” identity for certain circumstances and

scenarios, in this case for the educational context (Osterlund & Carlile, 2003). In

other words, the construction of a learning identity is firstly mediated by a

personal desire of acceptance and then by the context, determining the learners

positions in front of their academic life.

The roles adopted by learners can be understood as the positions that they

assume towards their academic challenges, regarding their history,

experiences, individuality and expectations. Such roles are determined by how

they perceive themselves as learners, and also by the notion of how others

recognize them. Ultimately affecting their learning environment and relational

contexts, which is directly reflected on their learning practices.

Learning practices are closely related to the classroom dynamics, the

personal experiences and the purpose of learning the target language itself. In

turn, all of this is surrounded by relationships, tasks and the involvement of the


students with an important element that determines all the aspects mentioned

above: the activities. During the activities, learners bring to light their

subjectivity, knowledge, attitudes and concerns in order to acquire new

understandings and to achieve personal and academic goals. In other words,

individuals carry out a constructive process in which through the participation in

a set of activities, they facilitate or obstruct this process, and they become a

learner (Sinha, 1999).

Through activities, learners express how they assume their learning process.

This can occur in two possible ways: positively, by incorporating all helpful and

adverse experiences in order to progress in their process; or negatively, by not

perceiving themselves beyond their failures and the limitations in the

educational context. This process allows learners to develop values and beliefs

around their learning environment, language and personal interests;

contributing to the construction of their identity as learners. In other words, what

people do to belong to a specific context is in itself the basis of the construction

of identity (Sinha, 1999, Falsafi, 2010).

It is important to emphasize that students are not only immerse in academic

activities. They are involved in extracurricular activities, where learning appears

as a spontaneous result. In relation to such activities, Gorard and Rees (2002)

mention that the transition from one context to another, the impact of

experiences and the subjectivity of each student are the basis for the

development of a unique perspective about learning .


This perspective about learning becomes a guiding principle that determines

the development of an individuality, as well as the construction of an identity

regarding learning. It is important to mention that guiding principles can change

over time and space. For that reason, authors like Falsifi (2010), considered

that meanings result as the best option to encompass values and beliefs taking

into consideration the two dimensional nature of identity as part individual and

part social, where it is defined by the social context and experienced as a

personal resource.


Chapter Three

Research Design

This section deals with the description of the research paradigm, the type of

research, setting, participants, data collection techniques, data collection

instruments. Likewise, we present the unit of analysis, the validity and reliability

for this study and finally, the general chronogram of this research proposal.

Research Paradigm

This project was a qualitative research because it “seeks to understand a

given research problem or topic from the perspectives of the local population it

involves” (Mack, Woodsong, MacQueen, Guest, Namey, 2005. Pg., 01). This

type of inquiry is pertinent for our study, since it helps ELPTS to obtain

information about experiences, beliefs, opinions and emotions of individuals.

We attempt to discover and reveal how ELPTS construct their identity as foreign

language learners.

Type of research

This qualitative research was addressed through a case study, which can be

defined as “an empirical inquiry that investigates a contemporary phenomenon

within its real-life context” (Yin, 1994. in Rhee, 2004. Pg, 72).

Yin (1994) proposed three different types of case studies depending on the


research question. The types of case studies are: exploratory, which is focused

on answering a “what” question; descriptive, which focuses on covering the

background information to make an accurate description; and explanatory which

deals with “how” or “why” questions.

According to this classification, our research was a case study that

combined both descriptive and exploratory elements, since it firstly attempted to

describe how ELPTS at the LEBEI program construct their identity in relation to

their foreign language learning process. Based on the data obtained through the

collection techniques, we want to find what distinctive features emerge from

students in the first part of the LEBEI program, and how these features impact

the construction of their identity as language learners.

Setting

This study was developed in the Faculty of Sciences and Education of

Universidad Distrital Francisco José de Caldas located at Carrera 3 No.26 A- 40

in Bogotá, Colombia. The faculty offers the program Bachelor in Basic

Education with Emphasis in English or LEBEI (for its acronym in Spanish).

This program has as mission "to achieve the integral qualification of English

teachers of basic education to contribute in the improvement of the quality of

the education for children, in Bogota as well as in the country in general." The

vision of the program relates to how "the improvement of the quality of the


educational service allows systematic innovations in the field of research,

extension and teaching, with impact at national and international levels."

In order to accomplish both its mission and vision, this program has a study

plan of ten semesters, divided into three cycles: fundamentación

(fundamentation cycle) (first to fourth semester), profundización (deepening

cycle) (fifth to sixth semester) and innovación-creación (innovation-creation

cycle) (seventh to ninth semester). These cycles are composed by nine fields of

training: scientific-disciplinary, pedagogy, communicative-aesthetic, ethical-

political, investigative, intrinsic and extrinsic electives, and foreign language.

Participants

In this case study research, we decided to select ELPTS of first to fifth

semester of the program Licenciatura en Educación Básica con Énfasis en

Inglés, LEBEI. The group of participants is made up by male and female

students between the ages of 18 and 20. According to the study plan of LEBEI,

first to fourth semester learners are in the cycle of fundamentation and fifth

semester student are in the cycle of deepening.

In the first cycle, LEBEI preservice teachers take English Basic I and II,

Intermediate I and II as foreign language, with an hourly intensity of ten hours

per week. In the second cycle, students of fifth semester take English

Intermediate III with an hourly intensity of eight hours per week.


Selection of participants

The selection of participants was carried out implementing purposive

sampling. In this sample technique, the researchers strategically select

participants that collaborate to achieve the objectives of the study (Palys, 2008.

Pg, 697- 698).

The criteria that we kept in mind to choose the participants were the

following:

● ELPTS of the Universidad Distrital Francisco José de Caldas of Bogotá.

● ELPTS in the program “Licenciatura en Educación Básica con Énfasis

en Inglés, LEBEI”.

● ELPTS from first to fifth semester.

● ELPTS with available time in the afternoon.

● ELPTS willing to participate in audio recorded interviews.

● ELPTS willing to write a brief history of their personal life in relation to

their English learning process.

In addition, with the purpose of specifically selecting each participant, we

implemented self-selection sampling, in which the members of a sample group

decide themselves whether or not being part of the study. The method to

convene the participation of the members is usually through advertisement and

announcements (Alvi, 2016).


In order to convene the participants we decide to visit the classes of each

semester to intervene some minutes with the permission of the teacher. We

explained the features and objectives of our project. At the end, we mentioned

the requirements of participants, and asked the participation of two or three

ELPTS per semester. Finally, we collected their personal information and by

using an excel chart we organized the groups of work according to their time

restrictions.

Data Collection Techniques and Instruments

With the purpose of collecting data for our study, we decided to implement two

techniques that are suitable and adequate to achieve the objectives of our

study. These techniques are: autobiographical narratives and interviews

through audio recording.

Autobiographical Narratives.

With the purpose of collecting authentic information, we selected narratives

as an additional collection technique, since they focus on stories about the

participants themselves, or a set of events that involve them. This technique

consists more specifically in collecting “a story told by a research participant, or

a conversation between two or more people” (Hancock, Ockleford, Windridge,

2009 pg. 10). In our study, the narratives represent a source for finding the

stories and opinions of the ELPTS, in connection to language learning, through

the narration of their experiences during their academic process.


By expanding further on the autobiographical narratives, this collective

method aims to encourage the participants to reveal crucial aspects about some

important events in their lives. Since the narratives are based on the

reconstruction of previous facts and experiences of the participants, the

interviewer intervention is minimal (Junqueira et al., 2014). As researchers, we

limited our participation in the narratives to presenting the outline, providing

some recommendations and dissipating possible doubts.

In the narratives the participants describe their life events in a chronological

and logical sequence. Therefore, the narratives are told by their own protagonist

and are written in the first person. The narratives may provide very descriptive

details, including personal anecdotes and experiences, along with their

interpretation. Such insights can show the shifts in the perspectives and feelings

of the participants during their lives, as they are affected by different people and

events.

Interviews.

The Interview is a qualitative collection technique used to explore the views,

experiences, beliefs and motivations of individual participants. As Dörnyei (2007

cited by Alshenqeeti, 2014) proposes, interviewing is “a natural and socially

acceptable” way of collecting data which can be used in different situations to

cover a variety of topics. Interviewing can be a practical tool to collect data

since it facilitates the understanding of a comprehensive speech.


Given the nature of our study, we decided to implement a qualitative

interview. In these kind of interview there is an emphasis on formulating

questions that integrate the research objectives, and most important the

perspectives of the participants (Gill, 2008).

The interview implemented was semi-structured, which is characterized by

having an outline with several key questions that help to define the areas to be

explored (Gill, 2008). This type of interview is flexible, since it allows to

formulate the questions according to answers of the participants, rather than

strictly following a fixed outline. Likewise, it provides researchers and

participants with a friendly conversational environment, in which participants

feel comfortable telling their story (Morse & Corbin, 2003 cited by Robertson

and Hale, 2011), and researchers can try to obtain more details based on the

responses of the interviewees.

The objective of the interviews was to recognize the experiences of the

ELPTS, in relation to language learning, and how such experiences are

connected to the construction of their identity as language learners. For this

purpose, the collection technique selected was the biographical method, or oral

life history interview. This type of interview invites the participants to reflect

upon specific events or periods in the past, which usually are combined with

other sources, like biographical narratives.

In order to construct the questions, we kept in mind the five categories

proposed in the BALLI questionnaire (Hortwitz, 1985). The categories are:


difficulty of language learning, foreign language aptitude, nature of language in

learning, communication strategies and motivations, and expectations.

Moreover, we formulated questions that allowed to recognize more aspects

related to the process of students as English learners, the people and the

factors that influenced their learning.

The oral life history interviews were audio recorded in three sections, each

one with an approximate duration of sixty minutes. Likewise, audio recorded

individual interviews were also carried out, which lasted approximately sixty

minutes as well. The recordings were saved for their subsequent transcription

and analysis.

Unit of Analysis

In this study, our unit of analysis are the key sentences contained in the

written autobiographical narratives and the transcription interviews of the

participants. Such key sentences are expected to reflect elements like their

voices, experiences and thoughts about language learning, and how such

elements construct their identity as language learners.

Validity and Reliability

The validity of this study relies on three main aspects: first, how the

participants were selected; second, their authorization to collect the data; and

third, the recording of the written narratives and interviews provided by ELPTS.


This study is reliable because it was carried out in the real context of the

ELPTS, and as researchers we did our best in order not to interfere with such

context. As a result, the information gathered is deemed more genuine and

relevant in relation to the identity construction of the participants as English

language learners.

Table # 1. General Chronogram.

General Chronogram

Month Weeks Plan of Action Instruments

June 2015 ___ Accomplishment and presentation of the

monograph proposal.

___

August 2015 Four weeks Start of the monograph project:

development of the first chapter.

Questionnaire

September 2015 Four weeks Drafting of the second chapter: reading of

investigative texts and writing of the

theoretical framework.

Journals, books, articles

related to the concept of

identity.

October to

November 2015

Eight weeks

Improvement of the second chapter:

reading of journals, books and articles to

support the theoretical framework.


related to the concepts of

identity and identity

construction.

March to April

2016

Eight weeks Adjustment and completion of the second

chapter.



identity and language

learners’ identity

construction.

June 2016 Three weeks Review of the first and second chapters ___

August 2016 Three weeks Adjustment of the first and second

chapters: improvement of the problem

statement

___


October 2016 Four weeks Drafting of the third chapter: reading of

investigative texts to develop the research

design

Analysis of the possible participants and

instruments to be used for data collection.


about research

November 2016 Four weeks Adjustment and completion of the third

chapter.

Search for participants.

Establishment of the schedule with the

participants to carry out the data

collection.

Protocol formats for data

collection

December 2016 Three weeks Data collection Interview Guideline

Online document for the

autobiographical

narratives

February 2017 Four weeks Transcription of the interviews and reading

of the narratives.

Recordings of the

interviews.

Autobiographical

narratives.

March 2017 Four weeks Transcription of the interviews Recordings of the

interviews.

May to June 2017 Six weeks Improvement of the first, second and third

chapters.

Reading to make the improvements

suggested by the monograph advisor.



identity and language

learners’ identity

construction.


about case studies.

September 2017 Three weeks Skimming and scanning on the collected

data from the narratives and interviews.

Development of a chart with the

participants’ comments in the narratives

and interviews. Search for similarities.

Transcription of the

interviews.

Narratives.

October 2017 Four weeks Chart analysis to find the possible

categories classifying the information by

colors.

Establishment of the categories according

to its characteristics.

Drafting of the fourth chapter: explanation

of the first category in the data analysis.


interviews.

Narratives.

Chart with the

participants’ comments.


November 2017 Four weeks Development of the fourth chapter:

explanation of the second category in the

data analysis.


interviews.

Narratives.

Chart with the


December 2017 Three weeks Establishment of the fourth chapter:

explanation of the second category in the

data analysis.


interviews.

Narratives.

Chart with the


January 2018 Four weeks Completion of the data analysis.

Development of the conclusions and

pedagogical implications.

Findings from the data

analysis

February 2018 Three weeks Review of the fourth chapter, conclusions

and pedagogical implications by the

monograph advisor.

Adjustment of the fourth chapter,

conclusions and pedagogical implications.

Findings from the data

analysis.

March 2018 Three weeks General review and reinforcement of the

monograph document.

Monograph document.

Abril de 2018 ___ Completion and delivery of the monograph

document.

Monograph document.


Chapter Four

Data Analysis

This chapter provides an analysis of the data and the findings based on the

responses of the ELPTS, obtained through autobiographical narratives and

interviews, in order to answer the research question: how do English language

preservice teachers construct their identities as language learners?

Since our study was a qualitative case study, we followed the principles

of the grounded theory proposed by Corbin & Strauss (1990). The findings

presented were divided into three categories which came out after a process of

reading, identifying and comparing data, considering the theoretical basis of this

project

Process for data Collection

The process of data collection was carried out with ELPTS of Universidad

Distrital Francisco José de Caldas at LEBEI program. We began the search for

participants from first to fifth semester by asking some teachers to take a few

minutes of their classes, in order to invite ELPTS to participate in this research

project. Then, we explained to them the purpose of our study, as well as the

management of the information and the data collection schedule.

We found eight ELPTS for this study: one in first semester, three in second,


one in the third, one in fourth and two in fifth semester. We contacted each

student separately in order to ask about their available time, taking into

consideration that they were finishing the semester schedule. Due to the

reduced time of participants to take part of the data collection, we agreed to

write the autobiographical narratives through personalized online documents.

As researchers, we did not intervene in the composition of the

autobiographical narratives, in order to avoid making judgments on the writing

style and content of the stories. Our intention was to obtain narratives as

genuine as possible, giving the participants freedom to express themselves

naturally, without any inhibitions or biases. Although we did not interfere in the

writing of the narratives, we were informed about any advances and proceeded

to suggest the expansion of certain information, when extra details were

deemed necessary.

At the same time, we organized the timetable of the interview sessions into

three encounters. Participants were divided into groups, according to their

available time, and asked to attend the three 40-minute encounters. During the

first and second sessions the work was in groups, whereas the in last one it was

carried out individually.

All interviews were recorded, and with the purpose of finding specific data,

we focused some questions on the specific topic of our project. However, it is

important to highlight that we did not follow the outlined questions word for


word, because our desire was to perform natural interviews where the

participants could freely express their memories and thoughts, therefore

providing more detailed information.

The following was our process in order to establish the categories in this

study: first, we did a skimming and scanning process on the collected data from

the narratives and interviews. Second, we read the narratives and underlined all

interesting and relevant information for our objectives. Third, we made the

transcription of the interviews and highlighted the most significant information.

Fourth, we looked for similarities in the narrative transcriptions and designed a

table, in which we classified such information by colors, in order to observe our

possible categories. Finally, we organized the information obtained and

established the following categories:


Table # 2. Categories

Research Question

How do English language preservice teachers construct their identities as language

learners?

Categories

Characteristics

Imagined English Teacher: the

construction of the self

Negative and positive experiences at

school and university and their Impact on

the professional future of the ELPTS.

Learners and English: the ambivalent

desire to learn and practice

English Learning through:

· Family

· Language institutes

· TV programs

· Music

· Internet

· Books

· Movies

Learning English as an intellectual goal

Practicing English: Identity and the use

of the language

Constitution of the self in relation to others

Identity and the use of the language


It is important to declare that for the interviews transcription we developed a

table, in order to maintain the data as genuine as possible regarding the

conversations with the participants. We used some excerpts of such information

to illustrate our findings, for that reason, we present below the table of

conventions and symbols:

Table # 3. Conventions and Symbols

Convention Symbol

Vocalic or consonantic drawing out

Short

Long

:

::

Pause

Short

Long

Wide

/

//

///

Unclear words or phrases {…}

Laughs ……………

Omitted information ***

Opening and closing of the transcription “ “

Numeration in the transcription 1, 2, 3, 4, 5, 6, 7, 8 etc.


Findings

Imagined English Teacher: the construction of the self.

This category refers to the perspectives that ELPTS develop about language

learning based on their experiences at school and university. Such experiences

may have negative or positive connotations for their lives, while influencing their

thoughts about English, their confidence with the language and their future

decisions. Accordingly, they reflect and construct the person they want to be, as

well as their identities as learners.

Some participants had their first contact with the English language because

of an affinity that some members of their family had with it. This allowed our

participants to develop interest and curiosity for learning the language.

“...tengo una hermana mayor entonces ella es mayor cinco años y toda la vida creció pues escuchando

música en inglés entonces por lo tanto cuando ella escuchaba yo también lo escuchaba y pues habían

[sic] bandas que ella escuchaba y la melodía como que me llamaba la atención y escuchar algo y no

entenderlo es frustrante” (Entrevista # 1, Participante 2)

"... I have an older sister, she is five years older than me. She grew up listening to music in English, so

when she listened to it I also did. There were some bands that she listened to whose music caught my

attention. It is frustrating to listen to something without understanding what it says" (Interview # 1,

Participant 2)

“...mi papá es africano entonces mi papá no habla español entonces yo desde chiquita hablo inglés…”

(Entrevista # 3, Participante 5)

"...my dad is African, my dad does not speak Spanish. So I speak English since I was a little girl ...”

(Interview # 3, Participant 5)


“... yo veía a mi hermana no sé hablar con personas así pues en inglés y pues a mi me llamaba mucho

la atención” (Entrevista # 3, Participante 6)

"... I saw my sister, I do not know, talking to people in English. This caught my attention very much"


Thanks to these experiences, the participants began to conceive English as

something relevant in their lives, which allowed an implicit construction of a

relationship with the language. It was perceived as interesting, novel, difficult or

frustrating.

On the other hand, the majority of participants had their first contact with the

target language in their schools. We found in their narratives and interviews that

most of their experiences were negative. They argued that their teachers made

English difficult to understand, so they had little interest in learning the

language. They conceived English as just another subject to pass in school.

“en el colegio también en el inglés no fue muy bueno a excepción de: en séptimo que hubo una profesora

que muy buena pues con nosotros en inglés era muy dinámica y pues era exigente pero era bien querida

y ese año se fue entonces de ahí hasta once el inglés fue terrible y aparte a nadie le gustaba el inglés…”

(Entrevista #1, Participante 1)

"in school also in English, it was not very good except for: seventh grade because there was a teacher

who was very good with us in English. She was very dynamic and also demanding, but she was well liked.

That year she left, and from then until eleventh grade, English was terrible and nobody liked it ...

"(Interview 1, Participant 1)


“yo no estudié bachillerato aquí en Bogotá sino {…} y pues allá la educación digamos que no era muy

buena eh: los profesores de inglés de pronto sabían mucho pero no: no enseñaban entonces yo puedo

decir que yo no aprendí nada de inglés en el colegio” (Entrevista # 3, Participante 7)

"I did not study the secondary school here in Bogotá but {...} and there, education, let's say was not very

good eh: English teachers knew a lot but, no: they did not teach very well. Then I can say that I did not

learn any English in school "(Interview # 3, Participant 7)

“pues: con el inglés yo inicié desde el colegio pero:: hasta noveno fueron años malos perversos

para mí yo: literal odiaba el inglés no me gustaba para nada y: nunca lo vi como: un proyecto / de vida”


"well: I started learning English from school, but: up to ninth grade, those were bad years, really bad for

me: I literally hated English, I did not like it at all, and: I never considered it as: a project / life choice"


According to the quotes above, some participants did not enjoy learning

English. First of all, because they perceived it as something tedious and hard to

deal with, due to its complexity. Second, because of the lack of proper guidance

during their learning process.

It is important to draw attention towards the sense of self of the participants,

since it provides coherence in their lives, helping them to connect and interpret

their past experiences and set future goals (Mercer, 2011). This may somehow

explain why certain participants, at the moment of choosing their professional

career, did not consider English or pedagogy as options. However, external

factors like low scores on the state exams, informal English courses, and some

experiences in teaching, ultimately influenced their opinions regarding language


and pedagogy as a professional alternative. Thus the participants, not being

sure about their decisions, contemplated a Bachelor’s degree with Emphasis in

English as a life option.

“Cuando salí del colegio yo quería estudiar Biología y me presenté a la nacional y no pasé. Realmente no

sabía que estudiar…” (Narrativa, Participante 1)

"when I finished school I wanted to study Biology and I applied to Universidad Nacional. I did not pass / I

really did not know what to study ... "(Narrative, Participant 1)

“... entonces me presenté a: a {…} a la Distrital a ingeniería industrial pero pues no pasé” (Entrevista # 1,

Participante 2)

"... then I applied to: to {...} to Universidad Distrital to study industrial engineering but I did not pass"

(Interview # 1, Participante 2)

“quería estudiar medicina {…} algo con lo que pudiera ayudar a las personas me di cuenta que la

medicina era más: / aunque pareciera que ayuda a veces es más fría con la gente” (Entrevista # 3,

Participante 8)

"I wanted to study medicine {…} something to help people. I realized that medicine was more: / although it

seems that it helps, sometimes it is colder with people" (Interview # 3, Participant 8)

Keeping in mind that the experiences of the participants related to English

during their school years were mostly negative, they put their expectations in

the university. They expected an ideal environment of work and high quality

innovative language teaching, however, some of these expectations were not

met.


“yo antes pensaba que la universidad iba a ser como {…} voy a ser no voy a volver a ver nada que no me

guste y los profesores van a ser geniales y todo va a ser mejor todo va a ser lo que me guste y lo voy a

poder hacer perfecto porque me va a gustar todo y absolutamente todos los profesores me van a caer

bien pero pues me he dado cuenta que eso no es tan cierto que / la carrera me gusta pero siempre hay

cosas que a uno se le dificultan más que otras”(Entrevista individual. Entrevista # 8, Participante 8)

"I used to think that the university was going to be like {...} I'm going to be as I am not going to take any

subject that I do not like, and the teachers are going to be amazing and everything is going to be better.

Everything is going to be what I like and I am going to be able to do it perfectly, because I am going to like

everything, and I am going to like all the teachers, but I have realized that this is not totally true that / I like

the career but there are some things that are always more difficult than others for me "(Individual

interview. Interview # 8, Participant 8)

“como que hay unos

profesores muy buenos en LEBEI pero hay otros que son terribles entonces el nivel que uno alcanza con

uno puede disminuir con otro entonces como que no hay un balance como tal por así decirlo siempre es

como subidas y bajadas como una montaña rusa entonces por ese lado como difícil tener un proceso que

sea continuo... depende del profesor los estudiantes los compañeros incluso hasta del lugar digamos en

mi caso a mí me desmotiva totalmente tener clase en estos galpones, o sea, es terrible…” (Entrevista #

4, Participante 2)

"there are some good teachers at LEBEI but there are others who are terrible. Therefore the level that you

achieve with some teachers can decrease with others. Also, there is not a balance, there are always ups

and downs like on a roller coaster. That is why it is difficult to have a continuous process … it depends on

the teacher, the students, the classmates, even the place. In my case, it totally demotivates me to have

class in those improvised sheds, that is just terrible ... “(Interview # 4, Participant 2)

“algunas materias no: o sea, la metodología y: a: los trabajos e: bueno cada una de las cosas que nos

ponen a hacer no me parecen como: / tan relevantes o tan importantes como para: como otras cosas que

sí me gustaría hacer como que: si otras cosas que si me gusta

hacer…” (Entrevista # 3, Participante 3)

"some subjects not: that is the methodology and: a: the tasks e: well, each one of the things that teachers

make us do, do not seem like: / as relevant or important as: like other things that I would like to do as:


other things that I do like to do ... " (Interview # 3, Participant 3)

Along with their experiences at school, one of the reasons that generated

discontent among participants, was the lack of guidance from teachers in the

university. Accordingly, most participants considered that some teachers simply

cover contents and do not guide them in their learning process, providing little

support to student's strengths, weaknesses and academic progress.

Based on what we described above, we can assume that participants

developed an ideal self of the kind of teacher they wanted to be. From their

comments, we observed that they developed an ideal self to become

innovative, interdisciplinary and humanistic English teachers.

“sería chévere así o sea como que uno enseñando el inglés ellos estuvieran haciendo otra cosa digamos

pintando: o haciendo alguna

manualidad algo que ellos les quede más claro por medio de la práctica:

haciendo algo que les quede también el idioma {…} como que algo diferente a la clase tradicional”


"It would be amazing that when teaching English, students were doing something else, let's say painting:

or doing some crafts, something that helps them understand more clearly through practice: doing

something that also imprints the language {...} like something different from the traditional class

"(Interview # 1, Participant 1)

“también lo que les decía anteriormente de uno ayudarle a las personas eso que: eso es lo mejor que uno

puede hacer en la vida / servir” (Entrevista # 2, Participante 4)

“likewise, what I told you previously, to help people that: that is the best thing that one can do in life /

serve" (Interview # 2, Participant 4)


Based on their experiences at school and university, our participants

developed some perceptions of the identity of students and teachers. Most of

them considered that learners should mainly develop self-confidence and

autonomy, in order to improve their learning process. Hence, they considered

teachers mostly as guides, which not only provide knowledge, but also the basis

for a model to follow. It was from their teachers that our participants created an

ideal of the teachers they want to be in the future.

“yo siento que la gente no le da suficiente importancia al inglés y yo siento que: para cambiar eso somos

los futuros profesores los que tenemos que cambiar eso entonces mi interés en estudiar la licenciatura en

inglés es con el fin de en el futuro poder hacer ese cambio” (Entrevista # 3, Participante 5)

"I think that people do not give enough importance to English. I consider that to change this, we as future

teachers, have to change this. Then, my interest in becoming an English teacher is to contribute to such

change in the future “(Interview # 3, Participant 5)

According to these examples, our participants developed an imagined self

about being good teachers. They want to leave a good mark on their future

students, with innovative teaching methods. They also wish to change the

perceptions around the English language and recognize their future students for

their values, abilities and desires to learn.

Learners and English: The Ambivalent Desire to Learn and Practice.

As we mentioned in chapter two, the construct of investment refers to the

“socially and historically constructed relationship of learners to the target

language and their often ambivalent desire to learn and practice it” (Norton,


2000. Pg, 10). Such ambivalent desire explained why participants in some

moments lost their enthusiasm to learn English, contemplating the possibility to

leave the teacher education program. Indeed, participants mentioned that at

some points they felt frustrated with the career and their learning process.

The following excerpts serve as an example that the participants in some

stages of the career did not want to know anything about English and were

discouraged by the classroom practices. First due to their changing mood,

second because of their lack of confidence when they had to speak English in

front of others, and third because of their lack of motivation, considering their

teachers methodologies, classroom environment, class schedule and peer

pressure.

“yo siento:: que:: e:: el

proceso de uno no puede ser constante porque a veces hay ocasiones que:

digamos lo desmotivan a uno: uno no puede estar todo el tiempo bien

digamos a veces lo que te decía uno no quiere saber nada de nada por factores externos a la universidad

/ o:: es simplemente como que:: esa presión de los profesores esa presión de de ver muchas materias del

horario ocho horas diez horas es algo como que también

es algo que o sea afecta mucho” ( Entrevista # 5, Participante 8)

“I feel:: that::a::

your process can not be constant because sometimes there are occasions that:

demotivate and you cannot be fine all the time.

Let's say sometimes, what I told you before, you do not want to know anything at all, due to external

factors from the university /o:: it's just like that: that the pressure from the teachers, that pressure of taking

many subjects, of the program schedule (eight hours ten hours), it is something like,

it's something that affects a lot" (Interview # 5, Participant 8)


“hace dos semestres / bueno en tercer semestre más o menos porque: estaba muy muy muy aburrido con

la carrera esta, yo no sentía: o sea no tanto porque no me gustara el inglés porque me: bueno

siempre me ha: bueno desde noveno me gusta mucho pero era más como la metodología de los profesores

y las clases entonces me sentía: como: aburrido: y cansado con las mismas cosas “


"two semesters ago / well in third semester: I was very, very bored with this career, and I did not feel: not

because I did not like English: It has always: I have always liked English a lot since ninth grade, but it was

more like the teachers methodology and the classes then: I felt like: bored: and tired with the same things"


“empezar es lo difícil / entonces:: a veces {…} o a veces uno empieza como mucha motivación y después

eso se pierde, entonces hay semanas en las que uno es súper juiciosa haciendo talleres investigando

viendo videos y hay otras semanas en donde uno literal no quiere saber nada del inglés no sé por qué /

pero pues en si e:: / no sé e:: / a veces también depende hasta del ánimo que uno tiene no sé”

(Entrevista # 5, Participante 1

"starting is difficult / then :: sometimes {...} or sometimes you start with a lot of motivation and afterwards

you lose that, and then there are weeks when you are very dedicated to your studies, doing workshops,

investigating or watching

videos, and there are other weeks when you literally do not want to know anything about English. I do not

know why / but in fact e :: / I do not know e:: / sometimes it also depends on your mood, I do not know "(

Interview # 5, Participant 1)

“yo creo que todo es un proceso y: y es de altas y bajas entonces hay momentos en los que digamos, yo

decía como: ay no, esto no es lo mío o sea es como si entre el inglés y yo hubiera

una pared que no me deja avanzar, en serio o sea, a veces uno se siente tan frustrado”


"I believe that everything is a process and: and it has ups and downs, then there are moments when I say:

oh no this is not for me, as if between me and English there was a wall that does not let me progress,

seriously I mean sometimes you feel so frustrated"



Based on these quotes, we noticed that the participants developed an

ambivalent desire in their learning process. Although participants sometimes

were in disagreement with the teachers’ practices and doubted their learning

process, they still wanted to learn English, considering their personal goals.

This is why they made efforts to overcome any difficulties in their learning

process.

Accordingly, we inferred that the participants did not invest in the language

practices of their classrooms, but invested in the target language outside of

these learning spaces. This reaffirmed what Norton (2010) stated: “the

language practices of the classroom may not be consistent with learner

expectations of good teaching, with equally dire results for language learning. In

sum, a learner can be highly motivated to learn a language, but not necessarily

invested in a given set of language practices” (Pg, 03). Therefore, participants

invested in English doing things like attending language institutes and

supporting their learning process with resources as TV programs, music, books

and movies.

“empecé a descubrir lo que eran series de televisión y yo las veía era en inglés entonces hay una serie que

yo creo que ayuda a mucha gente y es Friends entonces la veía y pues quedé totalmente enamorada de la

lengua “(Entrevista # 1, Participante 2)

"I discovered television series, and I watched them in English, so there is a serie that I think helps a lot of

people and it is ‘Friends’ and I watched it, and then I was totally in love with the language"


“tuve un profesor que era colombo americano y otro que era de Inglaterra entonces eh: yo digo que ese

acercamiento también como que me: me hizo sentir como ese, como esa pasión por aprender el idioma y

por acercarme por conocer más sobre él” (Entrevista # 2, Participante 3)


"I had a teacher who was an american-colombian and another who was from England, so eh: I think that

such approach is also like: it made me feel like that passion for learning the language and to get closer in

order to know more about it" (Interview # 2, Participant 3)

“aunque muchos profesores en la universidad no: no: son de alguna forma e: motivadores e: pues uno

aprende que eso es parte del proceso igual si a uno le gusta el inglés pues uno va a tratar de buscar los: las

herramientas o las metodologías para aprenderlo”


"although many teachers in the university do not: no: they are not somehow e: motivators e: you learn that

this is part of the process, and if you like English then you will try to find the: the tools or the methodologies

to learn it " (Interview # 2, Participant 3)

“yo:: digo que influencia mucho la motivación tanto externa como la que uno mismo se ejerza porque::

bueno e:: llegan momentos en el que puede que un profesor no {…} que uno es malo entonces no por eso

va {…} uy si me lo dijo el profesor es porque no soy bueno me voy a cambiar de carrera si no que yo

mismo tengo que empezar a buscar las herramientas y las formas en las que yo puedo mejorar…”


"I :: think that external motivation influences a lot, as well as your own because:: well eh :: there are

moments when a teacher, not {…} that you are bad then that is not why {...} oh, if the teacher told me it is

because I am not good and I am going to change my career, instead of that I have to start looking for the

tools and the ways in which I can improve ... "


Participants invested in their learning in order to improve and develop abilities

in the English language, that is why they made use of these extracurricular

activities. They invested in their language learning, and implicitly, they also

constructed their identity as learners thanks to their attempts to incorporate

English into other spaces of their lives. This led participants to reflect on their

learning performance, skills and deficiencies, to find determination and to be

autonomous and responsible for their own language learning process.


During this search for tools to improve learning, participants started to

conceive English not only as a language but also as an opportunity for personal

and intellectual progress. They found a special value in their career and started

to conceive English learning as an intellectual goal, confirming what Usma

(2009) proposed about the variety of purposes that surround learning English:

“a humanitarian, intellectual, or cultural goal; a cognitive and language

development purpose; and a utilitarian, instrumental or practical objective”

(Usma, 2009.Pg, 132) .

Based on Usma (2009) statement and from participants’ excerpts, we

inferred that they conceived English as an intellectual goal. Participants wanted

an opportunity to be included in other cultures, to appreciate the world

interculturally, to have other options to feel and understand their reality

interacting with people abroad, and to establish alternative ways of reasoning to

face learning and life.

“...casi ninguno quiere ser docente, dicen no, yo quiero estudiar inglés porque quiero viajar, porque quiero

conocer porque quiero ser traductor” (Narrativa, participante 2)

"... only a few want to be teachers, they say no, I want to study English because I want to travel, because I

want to visit places, because I want to be a translator" (Narrative, participant 2)

“... yo le doy mucha importancia a la parte de la pedagogía, entonces yo quiero enseñar eso es lo que yo

principalmente quiero // pues también me gustaría viajar mucho y conocer otros países así sea para ir a

trabajar allá o para estudiar allá en otros países”

(Entrevista individual # 7, Participante 7)

"... I give a lot of importance to the pedagogical part because I want to teach, that is what I mainly want //

well I would also like to travel a lot and visit other countries, either to go to work there or to study there, in

other countries" (Individual Interview # 7, Participant 7)


With the help of this category, we noticed that participants faced different

experiences in their learning process, resisting some practices of their

classrooms. Consequently, they looked for other ways and spaces to support

their learning, investing in the English language outside the classroom. This

contributed to the formation of the participants’ identity as language learners,

since they tried to become autonomous, responsible and determined English

language learners. This reaffirmed Norton (2013, Pg. 18) statement “an

investment in the target language is also an investment in a learners own

identity” (Norton, 2013. Pg, 18). Finally, the investment in the English language

learning provided participants with a guide to support what they have learned in

the university, and allowed them to conceive English as a fundamental aspect in

their present and future lives.

Practicing English: Identity and the Use of the Language.

We divided this category into two main characteristics. The first characteristic

is called “constitution of learners’ identity in relation to others”, and it refers to

the relation that participants established with other members of their class

environment and its impact on their identity as learners. In this relationship,

learners positioned themselves differently towards the most relevant figures in

their learning process: teachers and classmates.

The second characteristic is referred as “identity and the use of language’. It

is related to the use of the target language outside the classroom, where

participants tried to improve their abilities in English interacting with their peers


by means of self-directed conversations.

Constitution of Learners Identity in Relation to Others.

The constitution of a learning identity is influenced by the representation that

learners establish from their interactions with others in academic spaces (Norton,

2013). From such interactions, participants adopted different identity positions in

order to confront the challenges in their experiences during their academic life.

The experiences in the university, whether positive or negative, had a great

impact on the identity positions that students adopted. Such positions could

improve or interfere with the target language interactions, their context and

contributors. Accordingly, learners’ identity positions can be superior or

subordinate, as proposed by Lee (2008 cited by Norton, 2009) students can

develop superior or subordinate identities promoting or limiting, in some

occasions, their access not only to language learning opportunities, but to more

powerful identities.

From the experiences mentioned by our participants in their narratives and

interviews, we noticed that most of them have assumed subordinate identity

positions due to a feeling of disadvantage towards their classmates’ skills using

the target language. They then generated insecurity to confront the opportunities

and processes in their learning.

Similarly, we noticed that most participants tended to compare themselves with

others, specifically with their classmates. Hence, the construction of their identity


was characterized by how they positioned themselves in relation to their peers.

Based on such comparisons, participants developed a feeling of inferiority that

allowed them to generate an identity position, which sometimes limited them to

face their learning process (Norton, 2013). The following excerpts expressed how

participants compared and positioned themselves before their classmates:

“uno entra y hay gente que tiene mejor nivel que uno, no entonces uno dice cómo no, estoy en el lugar

equivocado” (Entrevista # 1, Participante 2)

"you start and there are people who have a better level than you do, then you say no, I am in the wrong

place" (Interview # 1, Participant 2)

“siempre uno va a manejar niveles, entonces uno puede ser mejor o peor que: que

los compañeros, entonces siempre va a estar ahí como el rasgo de no quiero hablar, porque de pronto me

siento yo mal o hago sentir mal a alguien” (Entrevista # 4, Participante 2)

"you are always going to have levels, so you can be better or worse than:

your classmates, then there will always be like a sense of, I do not want to talk, maybe because I will feel

bad or I will make someone else feel bad" (Interview # 4, Participant 2)

We also found that some participants attempted to give a different connotation

to the adverse situations experienced in the university. They tried to change such

situations into something positive, into a stimulus to overcome any difficulties

with their learning and improve for themselves and not to please others.

However, it is difficult to escape from the dynamics of the classroom context, this

is why participants sometimes returned to their usual roles and habits.

“todo es un proceso no, uno no nace aprendido como todo el mundo cree, o como todo el mundo quisiera,

entonces es como un proceso y más bien caer en cuenta si me equivoco / y sé que me estoy equivocando

corregirlo, o si tú te das cuenta que me equivoco pues ayudarme…” (Entrevista # 1, Participante 2)

"everything is a process, and you are not born knowing it all, as everyone believes or as everyone wants,


then it is like a process and it is better to realize that: if I am wrong / and I know that I am wrong, then I

correct myself, or if you realize that I am wrong so you help me ... "


“pienso que a veces es como bueno entender que uno mejora para uno mismo, no: o sea que los otros

pueden mejorar o: o no hacerlo, pero uno tiene que mejorar es para uno, no: pues eso a veces: eso como

que: se me olvida y ya: empiezo a ser competitiva otra vez”

(Entrevista individual. entrevista # 8, Participante 8)

I think that sometimes it is good to understand that you improve for yourself: I mean, others can improve

or: or not, but you have to improve for yourself not: and it sometimes: is like I forget it and then: I start to be

competitive again"

(Individual interviews. Interview # 8, Participant 8)

Participants went back to their usual roles and habits due to strong pressure

generated in their learning context. Taylor, Busse, Gagova, Marsden and

Roosken (2013) stated that learners establish different identity positions because

they feel the pressure to respond to contradictory social expectations which

come from different social relational contexts (family, teachers, friends). Thereby,

participants mentioned experiences where comments and attitudes of their

classmates generated in them some feelings of inferiority when using English. As

a result, participants assumed a subordinate identity position throughout their

English learning process.

“a veces el grupo se pone como pues: es algo molesto porque de pronto se ponen a hablar y: pues no

dejan que uno eh: ponga atención de una buena forma… tienden como a hacer burlas de pronto: frente:

digamos hay una persona que está hablando y de pronto se le sienten los nervios o que pronuncia mal”


"sometimes the group is like: well it is annoying, because they suddenly start to talk and: well they do not

let you eh: pay attention in a good way… they suddenly tend to make fun of: let's say there is a person

who is talking, and suddenly he or she feels nervous or maybe pronounces wrong" (Interview # 2,


Participant 4)

“por lo menos en mi caso eh: yo me considero una persona segura así en público, yo no tengo problema

digamos en hacer alguna cosa así en público, normal pero: ya cuando está uno en la clase de inglés y

que a uno de pronto le toque hablar, no falta el burletero”


"in my case at least eh: I consider myself as a confident person, so in public I do not have a problem in

doing something like in public, it is normal for me, but: when you are in English class and you have to talk,

there is always one who mocks you" (Interview # 2, Participant 4)

“a mi si me pasó, pues estaba uno recién llegado y: pues la mayoría de mis compañeros no es que

supieran mucho, pero de pronto tenían un poquito más de ventaja y yo si dudé muchísimo, me sentí muy

insegura” (Entrevista # 3, Participante 7)

"it happened to me because I was a newcomer and: lets say most of my classmates did not know much,

but they had a little advantage over me, and I doubted myself very much, and I felt very insecure"


“bueno pues yo con mis compañeros no tengo mayor problema, pero si hay ocasiones en las que ellos no:

lo incluían a uno realmente, más que todo en los primeros semestres, bueno primero segundo porque: por

lo mismo que uno es tan inseguro y ellos se ponen a molestar, a recochar, a decir cosas, uno se siente

más inseguro y es más: como que se bloquea / muy difícil participar” (Entrevista # 3, Participant 8)

"well I do not have any problems with my classmates, but sometimes they do not: they really did not

include me, particularly during the first semesters, well it was the first and second, because: for the same

reason, you are so insecure and they started to mock, to have fun and to say things that make you feel

more insecure, and it is more: like you feel blocked / it is very difficult to participate” (Interview # 3,

Participant 8)

Experiences, like the ones mentioned above, can generate an internal

conflict, accompanied by a feeling of inferiority when using English.

Nevertheless, there were other participants that confronted adverse situations

differently. For instance, they tried to adapt a superior identity position by making

an effort to positively assimilate such difficult circumstances. Therefore,


participants conceived such situations as opportunities to strengthen their skills,

especially to communicate. They tried to obtain motivation by comparing

themselves with their classmates, in order to be equal or better than them.

“al ver que tus compañeros pueden, uno como que se reta, pues uno dice como si ellos pueden

porque yo no voy a poder, entonces eso era lo que yo hacía” (Entrevista # 1, Participante 2)

"when you notice that your classmates can do it, you like challenge yourself, and you say, then if they can,

there is no reason I can’t do it, that is what I was doing"


“al mirar que otros chicos saben más que uno, uno siente como que: como que {…} o sea como que me

tengo que esforzar más, o sea para que: para que no me cojan ventaja, para ser: para ser uno de los

más: como de los mejores” (Entrevista # 3, Participante 6)

"noticing that others know more than you do, you feel like: like {...} I mean it is like I have to try harder: so

they do not outperform me: to be one of the most: like the best"


“yo por ejemplo sé, o sea yo no conozco todo lo del inglés, entonces por qué me voy a burlar de lo que

otras personas no saben si: igual yo voy a tener muchas falencias y muchos baches… yo creo que en ese

sentido es más, o sea no tanto como que: el hecho de que lo corrijan a uno pues porque no hay que

quedar en el error. Entonces es bueno que nos corrijan, si no es más como la forma y el momento en que

lo corrigen a uno” (Entrevista # 2, Participante 3)

"for example, I know that I do not know everything about English, then why am I going to make fun of what

other people do not know? if: even I am going to have many voids... I believe that in that sense it is more, I

mean it is not that: the fact that they correct you, because you do not want to be wrong, then it is good that

they correct you, but it is more like how and when they correct you" (Interview # 2, Participant 3)

The experiences mentioned throughout this chapter reflect how participants

built their identities as English language learners and their desire to be accepted.

In other words, they not only strived to achieve academic learning objectives and

their personal goals, but they also tried to accommodate to the interactional


dynamics within the classroom, establishing various positions of their identity, in

order to gain a remarkable place in their class group (Osterlund and Carlile,

2003).

At the beginning of this section, we mentioned that the construction of identity

is also influenced by the representation that participants establish through the

interaction with others in academic spaces. However, until now we have only

mentioned the conformation of the identity of participants in relation to their

classmates. For that reason we are now going to address another important

figure in the construction of these representations: the teacher.

As well as classmates, teachers are also important because they can reaffirm

participants’ qualities and capabilities, or on the contrary, they can lead learners

to be insecure towards the English learning (Raamanathan 2005). Faced with

this, we noticed that participants created a position of insecurity in front of the

teacher. As an example, the following excerpt showed the point of view of the

participant regarding the importance of teachers’ opinions.

“digamos que yo tengo que hacer un trabajo o lo que sea para presentarlo, yo lo pienso mucho

porque yo digo no pero yo como le voy a salir con esto a la profesora, que va a pensar la

profesora si esto está bien, o no, está mal”

(Narrativa, Participant 7)

"let's say that I have to do an assignment or whatever to present it, and I think about it a lot,

because how am I going to give this to the teacher? what will the teacher think about it? if this is

right or wrong" ( Narrative, Participant 7)

According to the excerpts above, students sometimes are unconfident in front

of their teachers, since their opinions, comments and practices can motivate or


demotivate them, recreating subordinate identities and limiting students access

to language learning opportunities and more powerful identities (Lee 2008).

“no me gusta: sentirme / como: con presiones: no me gusta sentirme que yo hice las cosas mal”

(Entrevista individual # 2, Participante 1)

I don’t like: to feel like/ with pressure: I don't like to feel that I made a mistake”

(Individual Interview # 2, Participant 1)

¨”y el trabajo de los profesores es un poquito importante, bien importante más bien porque:: digamos ellos

e:: ellos pues con las {…} pueden motivar o desmotivar a un estudiante”

(Entrevista # 5, Participant 8)

“the job of the teachers is kind of important, so important because, I mean they {…} can motivate or

demotivate a student” (Interview # 5, Participant 8)

“... uno como que se siente inseguro, como que uno no participa porque pues no sabe, o si sabe uno a

veces es como tímido, y la inseguridad de qué dirá la profesora, los compañeros”


... you feel insecure, so you do not participate because you do not know the right answer or if you know it,

you are shy sometimes and feel insecure in front of the teacher or your classmates"


“yo me sentía como intimidada, más que todo por los profesores, no tanto por los compañeros”

(Entrevista Individual # 3, Participante 5)

"I felt intimidated, especially by the teachers, and not so much by my classmates" (Individual Interview #

3, Participant 5)

Finally, we noticed that another factor that generated a position of insecurity,

which subordinated the identity of participants, was the role of teachers when

exposing them to the use of English. Sometimes, teachers did not take into

account whether students were confident enough to follow an academic


conversation. On the other hand, many times they did not have in mind the

pressure exerted by classmates, an aspect mentioned above.

“los primeros días se me hicieron como difíciles, pues como te digo no sabía mucho y algunos de mis

compañeros tenían de pronto un nivel un poquito más alto, y pues el profesor de una vez llega hablando

en inglés, entonces es como difícil” (Entrevista Individual # 3, Participante 7)

"the first days were difficult for me, because as I told you I did not know much and some of my classmates

had a better level than me, and the teacher started speaking English since the beginning, it is difficult"

(Individual Interview # 3, Participant 7)

We have addressed different aspects around the construction of the identity of

the participants. Specifically the positions they adopted in their learning process

within the classroom. This is why we now would like to address how these

positions influence the use of language in spaces different from classroom, and

how they reflect the identity of participants as learners of a foreign language.

Identity and the Use of the Language.

Another important aspect we noticed in the process of data analysis was the

use of English of the participants in spaces completely different from the

classroom, and its effect in the construction of their identity as learners. It is

important to consider that the context in which participants interacted was not

bilingual, therefore, it was difficult for them to use the language beyond the

classroom, limiting it to academic use.

Most participants mentioned their intention to have conversations in English

outside the classroom. Thus, in their attempts to effectively communicate,

participants established conversational encounters with their closest classmates

through forced turn-taking exchanges. However, the results obtained from these


exercises were not what they expected, since they did not generate genuine,

fluid and interesting dialogues.

“estamos en un ámbito que no es bilingüe, y a pesar de que tenemos compañeros que pues con los que

estudiamos todo el tiempo, llevamos el mismo proceso pues no sé, salimos del salón y se nos olvida / se

nos olvida que mejor dicho tenemos que hablar inglés”


"We are not in a bilingual context, and although we have classmates who study with us, all the time, and we

have gone through the same process, so I don’t know, we leave the classroom and we forget / we forget that

we have to speak English" (Interview # 5, Participant 2)

Based on the statements of the participants, regarding their use of the

target language, we found that they switch from one language to another as

proposed by Garcia and Wei (2014). As it was mentioned in the literature review,

this change of code is known as code switching, since learners alternated the

use of the language with their mother tongue in order to attempt an accurate

communication (Crystal, 1987).

Accordingly, as participants stated, these conversational practices outside

the classroom were affected by insufficient vocabulary or expressions in the

target language, as well as the learners’ frustration and lack of commitment

towards English (Crystal, 1987). This aspects established language barriers that

did not allow a dialogical conversation, in which listener and speaker could

effectively interact. Hence, they preferred to avoid the use of the target language,

favoring the use of the mother language.


“... estábamos en la cafetería tomándonos algo y decíamos como, ve

practiquemos por lo menos veinte minutos / y empezamos, osea en español todo el mundo hablaba y

hablaba y hablaba, interrumpían y en inglés uno esperaba turnos…………… entonces me quedaba callada

como / usted ¿qué fue lo que dijo? y así lo decía entonces igual, no era natural, era un ambiente formado,

por así decirlo entonces era incómodo” (

Entrevista # 4, Participante 2)

"... we were in the cafeteria having something, and we said let’s practice for at least twenty minutes / and we

started… In Spanish everybody spoke and spoke and spoke, then they interrupted, and in English you

waited for your turn ............... then I was silent as / what did you say? and so then, no it wasn’t natural, it

was a created environment, it was uncomfortable" (Interview # 4, Participant 2)

We also noticed that the topic of conversation was an element that allowed

participants to switch languages. According to Fishman (1965, cited by

Velásquez, 2010), the choice of the language depends on certain topics that are

somehow handled better in one language than in another. In such cases,

participants felt better when using their mother tongue to clarify what they were

saying in English, as reflected by the following quote:

“[…] en español uno obviamente se sabe expresar mejor,

entonces llegan momentos en que cuando uno: cuando uno está hablando en inglés, que uno dice como

ay:: osea uno tiene una idea pero no sabe cómo expresarla, y eso de alguna forma como que frena la

comunicación, la conversación, entonces de alguna forma se vuelve tedioso y aburrido, entonces uno

prefiere hablar en español porque puede decir las cosas más rápido y:: pues tener una conversación como

más fluida” (Entrevista # 5, Participante 3)

“[…] obviously in Spanish you can express yourself better, then sometimes when you are speaking in

English, and you say, I had an idea, but I do not know how to express it, and that somehow is an obstacle

for communication, conversation, it becomes tedious and boring, so you prefer to speak in Spanish,

because we can say things faster and:: well we have a more fluent conversation“(Interview # 5, Participant

3).


The communicative practices of the participants displayed their identity as

learners of English. In these practices, language became an important matter for

each participant, since they allowed them to assume different outlooks, identity

positions and attitudes towards the target language and the learning process

(Norton, 2000).

It is important to mention that the identity positions of participants sometimes

allowed them to be more talkative and motivated. Consequently, they tried to

propose their peers to maintain conversations only in English. However, they

soon began to feel bored and unmotivated, due to their lack of fluency in English,

which made them go back to use their mother tongue.

Likewise, some participants mentioned that such practices were sometimes

unsuccessful on account of the context, where English is not required. Indeed,

the immersion, in a bilingual context in which a community is associated with a

particular language, allows a more active use of such language (Block, 2007). In

the data collection, we found the story of one particular participant who was

fluent in English because her father speaks English as a mother tongue. This

participant needed English to communicate with her family, an issue that helped

her to be more confident when using the language.

“mi papá es africano, entonces mi papá no

habla español, entonces yo desde chiquita hablo inglés y pues él le enseñó a mi mamá, ella es profesora

de inglés también, entonces el entorno en mi familia siempre ha sido el inglés” (Entrevista # 3,

Participante 5)


"My dad is African, so my dad does not

speak Spanish, so I speak English since I was a little girl, and he taught my mom, she is an English

teacher, so the environment at home has always been related to English" (Interview # 3, Participante 5)

“tuve que aprender porque mi papá no habla nada de español, entonces

como él vive en Estados Unidos, mucho menos intenta aprender español,

mi única manera de comunicarme con él fue aprendiendo inglés” (Entrevista # 3, Participante 5)

"I had to learn because my dad does not speak any Spanish, and

as he lives in the United States he does not need to learn Spanish,

then the only way I could communicate with him was learning English" (Interview # 3, Participant 5)

Based on the statements above, we concluded that the participants’ identity

as learners is also constructed around three aspects proposed by Block (2007):

the proficiency with the language; the affective connection with the language; and

the strong association with the language. Likewise, we noticed that the context is

a strong aspect that influenced how learners relate, assume and use English.

Thus, the lack of immersion in a native or bilingual context did not always allow

students to conceive English as something inherent, necessary and crucial in

their lives. Therefore, they had to practice outside the classroom, since their

expectations were not properly met, making their attempts unsatisfactory, tedious

and difficult.

To finish this chapter, we wanted to recall the categories for this study. The

first category was called imagined English teachers: the construction of the self.

Here we described the experiences of the participants at school and university,

and their impact on their thoughts about English, their confidence towards the

language and their future decisions regarding teaching. The second category

was English and learners: the ambivalent desire to learn and practice, and it


referred to the importance of the participants’ investment to learn English.

Investment depended on changing moods, lack of confidence and classroom

practices. The third category was practicing English: identity and the use of the

language, which we divided into two topics: the participants identity positions

adopted from the relation that they established with members of their class

environment; and the use of the target language outside the classroom.

To complete this research proposal, in the following paragraphs we present

the conclusions and pedagogical implications.


Conclusions

The following conclusions were drawn based on the research question

proposed for the development of this project: How do English language

preservice teachers construct their identities as language learners? To answer

this question, we kept in mind the objectives for this study which are as follows:

to reveal how language preservice teachers construct their identity as learners of

English; to expose the elements that intervene in the construction of language

preservice teachers identity; to understand the connection between the identity

construction of English language preservice teachers and their learning process.

We concluded that several factors have intervened in the construction of

ELPTS’ identity in the fundamentation cycle at LEBEI program. These elements

are complex, dynamic, intertwined and they change constantly across time and

space, having a different impact from person to person. Thus, participants

constructed their identity from the following factors:

Experiences

Our findings expressed that one of the factors from which participants

constructed their identity as learners were the experiences they have had

throughout their lives, especially academically. From these experiences, both

positive and negative, they formed a concept of who they are as learners, and

also about their learning process, their perceptions about the target language,

and how they want to be as teachers.


Relational Contexts

Another important factor for the construction of the participants’ identity as

learners were the relational contexts. Such contexts are constituted by different

actors, who intervened in the development of their learning process, including

family, close friends, classmates and teachers. According to their narratives and

interviews, classmates and teachers were the most relevant actors, considering

they had a central role in the consolidation, re-affirmation and change in their

identities.

It is important to mention that teachers were considered an essential

element during the learning process of our participants. In relation to their

teachers, they have formed an ideal self, considering what a teacher should be

like, the type of teacher they want to be in the future, and around the goals they

want to achieve. Classmates on the other hand, apparently had an

"antagonistic" role, because they are holders of certain skills and values that our

participants wanted to have, including confidence, determination,

competitiveness and abilities in English.

Relationship with Language

Here, we wanted to emphasize the relationship that participants constructed

with the target language. It is important to bear in mind that such relation was

not constant. It was constantly fluctuating, with great and difficult moments on

account of external elements, like the academic and classroom environments.

The relationship with classmates and teachers, and the experiences in the


learning process, constituted relevant factors as well. On the other hand, certain

internal factors such as mood, confidence and self-perception in relation to

others, had a great impact on the construction of their identities, despite being

practically imperceptible.

As a conclusion, we noticed that in relation to the construction of their

identities, participants had an uneven learning process with many ups and

downs. They tried to face their learning process in the best way possible,

keeping in mind their beliefs in relation to language learning and teaching,

confronted with what they were and how they expected to be in the future. It is

important to mention that the construction of the identity and the learning

process come with a reciprocal relationship. Each new thing that was learned,

and each experience, affected how their identities were constructed and vice

versa.


Pedagogical Implications

This study was the result of several attempts on research, in which our

intentions were to propose and develop an innovative paper. However, our

diverse endeavors did not find any echo or support. We originally presented a

proposal on cooperative writing tasks, which we had to transform repeatedly

until we arrived to the topic of this research proposal. So finally, we decided to

promote a critical reflection on our academic community to construct a better

teaching/learning space.

In order to achieve our purpose, we took into consideration the mission

and vision of the LEBEI program. These institutional pathways clearly express

the intention to provide a qualified program to prepare English teachers-

researchers. Once graduated, they should be aware of their reality and be

capable of contributing to the future educational improvement, both locally and

nationally. Consequently, the LEBEI program characterizes the attributes that

undergraduates should have as teachers-researchers, by means of the program

schedule and contents.

In our opinion, the mission and vision of the LEBEI program have

dismissed learners in their personal and learning roles. Both the mission and

vision are more focused on the future of the students as teachers. We consider

it is important to bear in mind that before being future educators, undergraduate

students are individuals that are confirming, reaffirming and rejecting different


aspects of themselves on account of the particular situations in their learning

processes.

Accordingly, we think that our proposal might serve the academic community

of LEBEI to reconsider the role of undergraduates as students, before labelling

them as teachers. This might help to strengthen their performance and

outcomes as language learners, developing a non-subordinate identity. In other

words, a strong identity shaped by confidence, autonomy and resilience,

promoting their sense of self and abilities for their learning process. Hence, the

LEBEI program could include new pathways in the student profile, in which

ELPTS can be included, not only as English teachers, but also as individuals

and learners of the English language.

On the other hand, this project might also be useful for students, since they

can reflect on themselves. Specifically, considering the elements that establish

a dialogical relationship between the construction of their identities as learners

and their English learning process. Consequently, ELPTS could achieve a

better academic performance and form a future ideal self, allowing them to

visualize themselves as future teachers.

Similarly, this project can help educators keep in mind that students build

their identity as learners in relation to the teachers they have. Hence, the

importance that in the development of their classes, teachers take into account

the voices of their students. This could allow learners to participate and take


control of their learning, by acquiring elements that help them build the model of

teacher they wish to become.

To conclude with this proposal, we realized there were some issues that we

could not address, so we listed them below. However, these topics can serve as

inspiration for other LEBEI students to develop their final research projects.

● Perceptions towards errors in learning English. Along the information

contained in the data taken from the narratives and interviews, it was

evident that participants did not conceive their mistakes as part of the

learning process, neither as an important element for their identity. On

the contrary, they assumed them as a reflection of their disadvantages

and weakness as learners.

● Identity construction of student-practitioners. In this project, we

addressed the imaginaries, perceptions and background of ELPTS, who

had not yet had any formal teaching experience. Nevertheless, some

participants considered their lack of teaching experience as something

definitive to help them discover and outline their teaching role. They saw

it as an opportunity to express, in their pedagogical practices, what they

have learned in the LEBEI program, as well as what they believe in and

their sense of selves and identity.


● The learners’ language learning beliefs. An aspect that we have

considered relevant to take into consideration is the beliefs that language

preservice teachers have regarding English. Such beliefs can determine

how they conceive, feel and relate with this language, and implicitly, they

can serve as a basis or "guiding principle" for the construction of an

identity as learners.

● The identity of language teachers. As mentioned in this project,

teachers have a fundamental role in the formation of the identity of their

students. This is why we consider important to develop a study to reveal

the elements that surround teachers’ identity, and how it influences their

class practices, methodologies, beliefs, relationships and the identity of

their students.

● The purposes and intentions of the LEBEI program. During the

development of this study, we noticed that the main objectives in the

mission and vision of the LEBEI program are relevant to learning process

of ELPTS. Therefore, such objectives are fundamental for the identity

construction of the ELPTS, since the contents and class dynamics

implicitly influence the formation of their identity.


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Annexes

Annex # 1: Consent Forms


Annex # 2: Example of the Consent Forms


Annex # 3: Narratives and Interviews Guideline

PREGUNTAS GUÍA PARA LA ELABORACIÓN DE LAS NARRATIVAS Y ENTREVISTAS

PRIMER ACERCAMIENTO CON EL INGLÉS

1. ¿Cuál fue su primer acercamiento al inglés? (Personas, música, colegio, etc.)

2. ¿Cómo fue su primer acercamiento al inglés?

3. ¿Cómo se sintió?

4. ¿Fue una experiencia agradable, aburrida, difícil? Cuenta una experiencia.

5. ¿Cómo enfrenta el aprendizaje del inglés? Cuenta una experiencia.

6. ¿Cómo percibió el inglés en ese momento?

7. ¿A través del tiempo esa percepción ha cambiado?

8. ¿necesariamente debe haber un gusto/afinidad/interés por el inglés?

9. ¿Por qué le atrajo esta carrera?

PERCEPCIÓN DEL APRENDIZAJE DEL INGLÉS

1. ¿Qué piensa del idioma inglés?

2. ¿El inglés es fácil, difícil, interesante, importante? ¿Por qué?

2. ¿Por qué decidió estudiar licenciatura en inglés?

3. ¿Qué piensa del aprendizaje del inglés?

4. ¿Qué piensa de su proceso de aprendizaje?

5. ¿Qué cree que sea importante en el aprendizaje de una lengua extranjera?

6. Para quienes han presentado dificultades en el aprendizaje ¿Cómo ha

superado esas dificultades?

7. Para quienes no han presentado dificultades en el aprendizaje ¿Qué le

ayudado a facilitar ese proceso de aprendizaje? ¿Por qué se ha hecho fácil?

8. ¿Cuál de todas las habilidades del inglés considera que es la más importante?

9. Cuéntenos cómo es su contexto de aprendizaje (profesores, las clases,

metodología, ambiente, los compañeros, etc.).

SENTIMIENTOS FRENTE AL APRENDIZAJE DEL INGLÉS

1. ¿Cómo se ha sentido frente al aprendizaje del inglés?

2. ¿Qué los motiva para seguir estudiando?

3. ¿Cómo te has sentido frente a tus compañeros en espacios donde se da el

aprendizaje de la lengua? ¿Te has sentido cómodo? ¿Te ha generado inseguridades?

Cuenta algunas experiencias.

4. ¿Cuál es tu actitud frente a esas experiencias? ¿Has logrado superarlas o por el

contrario te ha afectado?

GENERALIDADES – IDENTIDAD

1. ¿Cómo se concibe como persona? ¿Cuáles son sus virtudes o defectos


Annex # 4: Example of the Narratives

Story of my life

Mi nombre es xxxxxx, actualmente tengo 21 años, nací en Bogotá el 27 de Agosto de 1995

y vivo con mis padres y mi hermano menor de 18 años en el barrio Verbenal, localidad de

Usaquén. De pequeña (antes de los 6 años), mi mamá dice que yo era muy “ardilosa” y en

parte yo si recuerdo ser bien picara, a los tres años entré a un jardín de niños que se llamaba

“Los amigos de Mafalda” y las profesoras eran un amor, Oliva se llamaba una de ellas y era

la mamá de Stellita que era la otra profesora, y quien era bien jovencita, allí aprendí los

números y a escribir mi nombre, me acuerdo que llevaban animales para que los

conociéramos y no les tuviéramos miedo (perros, gatos, conejos…) y nos hacían como

especie de salidas pedagógicas, donde nos enseñaban cosas como, no hablar, recibirle o

abrirle la puerta a extraños, como comportarse en ciertos lugares y en ocasiones nos

llevaban a otros jardines que eran más grandes y tenían zonas de juego. Por las mañana

siempre nos recibían con colada, al mediodía nos daban el almuerzo, nos hacían cepillar los

dientes, después dormíamos y en la tarde ya nos levantaban, nos peinaban y nos aplicaban

perfume para esperar que nos recogieran los papás. Por ese tiempo mi canción favorita era

“Caballito” de Carlos vives. La escuchaba después de que llegaba del jardín, y mi mamá me

decía que hiciera lo que decía la canción, definitivamente si es la cancion de mi infancia.

Stellita se casó con un militar, yo fue pajesita en su boda y entregue las argollas, ella se fue

para España y el jardín se acabó, cuando eso sucedió yo estaba en preescolar.

Siempre estudié en el mismo colegio, Institución Educativa Distrital Toberin el cual tenía

como lema “Mejoramiento continuo para la formación de un buen colombiano”, lo que

siempre recordaré. En preescolar yo no recuerdo ser terrible, pero me acuerdo que siempre

me llamaban la atención y me ponían de pie en una esquina del salón. Ya en primero si me

acuerdo de aprender el abecedario y dibujar mucho, y a partir de allí siempre me fue bien

en el colegio, me acuerdo que nos pedían libros de matemáticas e Inglés. En cuarto, me

acuerdo que ya no nos pedían libro para Inglés pero si nos hacían dibujar mucho y escribir

conversaciones. En quinto ya empezamos con clases rotativas, ya no eran todas las

materias con la misma profesora, sino que ya cada profesor tenía su asignatura, nos querían

preparar para el bachillerato, y recuerdo que nuestra profesora de Inglés era nueva se

llamaba Clara La torre, pero no era muy joven y era chevere, nos ponía a hacer recetas,

películas y fue la primera vez que vi que en Inglés se manejaban audios.

En general, en primaria fue cuando tuve mi primer acercamiento con el inglés, y por solo

tener un bloque de clase (dos horas) a la semana, realmente no consideraba que fuera

importante, más bien lo veía como algo adicional, una forma de distracción para el

estudiante. Para resaltar la como experiencia, realmente no tuvo mucha relevancia, aunque

puedo decir que fue agradable.

Cuando pase a sexto, la clase de inglés era solo en Inglés, y si era bien frustrante, pero

entendía cositas porque más o menos a la edad de 11 años me gustaba mucho High School

Musical una película de Disney Channel y ahí mostraban las letras de las canciones en

inglés y en español y en internet eso era lo que buscaba, entonces entendía cositas sencillas

de vocabulario, de sexto hasta once siempre fue nota llevar el diccionario de inglés. En

séptimo me acuerdo haber tenido la mejor profesora de Inglés del colegio, se llamaba Rosa

Bautista, era joven, explicaba muy bien y nos ponía muchos ejercicios, me acuerdo que uno


de los trabajos que nos dejó fue hacer un libro que ella nos lo entregaba en fotocopias, y

era llenarlo con la familia, nuestro retrato, nuestro libro favorito, nuestro lugar favorito,

nuestro deporte favorito, etc, y escribir una frase sencilla en Inglés de por qué era nuestro

favorito. Y mi trabajo se lo llevó para mostrarlo en la universidad, en la maestría que estaba

haciendo; al final del año nos pidió que escribiéramos un deseo para el próximo año en un

pedacito de papel, yo pedí que ella fuera nuestra directora de curso del año siguiente, pero

no se pudo porque ese mismo año se fue del colegio.

A la edad de 12 años, estaba expandiendo mis gustos musicales y ya mi canal favorito era

MTV, empecé a escuchar pop y rock en Español y en Inglés, y también a ver películas con

subtítulos. También empezaba a escuchar que el inglés era importante saberlo y que habían

colegios bilingÜes en donde se veían todas las otras clases también en Inglés, pero en mi

colegio solo tuvimos dos bloques de Inglés aunque nos intensifican las horas de

matematicas, fisica, quimica y español. A esta edad mis gustos era ver televisión, escuchaba

también radio activa y muy de vez en cuando salía con mis amigas del colegio por un helado

o a ver una película, cosa que era agradable.

Mi experiencia con el Inglés en mi colegio, no puedo decir que fue satisfactoria, ninguna

profesora, porque siempre tuve profesoras de inglés, realmente se interesó por hacerle

coger cariño y respeto a esta segunda lengua, ni hacer algo diferente a lo monótono para

conseguir un resultado diferente en nuestro aprendizaje.

Me gradué en el 2012. Mi colegio sí fue fundamental en el inicio de mi formación intelectual

y también como persona, porque es verdad que la familia el la base primordial de los valores

y los principios; pero el colegio y los profesores nos proveen las herramientas y la guía para

mejorar y avanzar en nuestro proceso en cuanto a conocimientos y personalidad. Los

primeros compañeros también fueron bien importantes, y como no cambie de colegio y ellos

tampoco, realmente fue como una familia, entre los papás se conocian, y mis amigas

siempre fueron las mismas, así que fueron como hermanas, todas tomamos carreras

diferentes, Leidy Avila estudia gestión logística, Danna administración ambiental, Fernanda

medicina forense, Vanessa contaduría y mi amiga mas importante, Leidy Morera, ella fue

mamá cuando nos graduamos, así que trabaja y es ama de casa también, y yo Licenciatura

en Inglés.

Durante el colegio siempre sentí una afinidad por las ciencias humanas y durante decimo y

once solía hacer muchos test de profesión, y me salia enfocado a la psicología, o a la

pedagogía, y a pesar de que me gustaban mucho sentía que eran carreras no tan

importantes como una ingeniería o medicina y cuando finalice mi colegio quería estudiar

Biología aplicada.

A partir de lo que voy a contar es cómo se dio mi interés en la carrera del Inglés y en si en

los idiomas. Cuando yo estaba en once, un día nos citaron en el auditorio del colegio,

quienes nos visitaban, eran de un instituto de idiomas, se llamaba IMLS y para los que no

supiéramos que íbamos a estudiar, enfocarnos en un segundo idioma era muy importante,

independiente de la carrera que se quisiera estudiar, ese dia nos hicieron la invitación para

aprender mandarín, y nos explicaron como sabiendo ese idioma la embajada china costeaba

los pasajes para poder conocer el país. El instituto enseñaba mandarín e Inglés, el caso es

que fui seleccionada para tomar el curso, y por el puntaje del icfes, me salia mas economico,

me acuerdo que el curso me costo 1’700.000, normalmente valía 3’000.000. Decidí estudiar

Inglés, se me hizo más importante y fundamental que el mandarín.


Tome el curso, lo empecé en Noviembre del 2012, año en el que me graduaba, el curso

duraba un año. Era los sabados de 7 am a 1 pm. Los profesores, eran estudiantes de la

universidad Distrital de Licenciatura en Inglés y que estaban en octavo o noveno semestre.

Fue la mejor experiencia, eran dinámicos, no siempre hacían la clase en un salón, tambien

nos llevaban al parque y nos ponian retos, concursos, competencias y por lo general

premiaba al ganador, también nos hacían karaoke, realmente me sorprendió el compromiso

de ellos siendo tan jóvenes y que en realidad no ganaban mucho, lo hacían por adquirir

experiencia y me sorprendió que habían profes hombres que explicaban muy bien. El curso

tenía el siguiente horario, de 7 a 10 de la mañana veíamos la unidad en la clase que se

llamaba teórico-práctica, de 10 a 1pm teníamos una clase que se llamaba complementaria

y era donde nos reforzaban los temas de forma dinámica y aparte de eso, teníamos que

completar una lecciones por una plataforma virtual en la que podía ir cualquier día a hacer

el tiempo que quisiera y a eso se le llamaba laboratorio. Cuando salí del colegio yo quería

estudiar Biología, y me presente a la nacional y no pase. Realmente no sabía que estudiar

y en Febrero del siguiente año 2013 entre al SENA a estudiar una tecnología en Desarrollo

gráfico de planos, pero realmente era muy pesada la carrera y sí tenía que ver bastante

matematicas y yo no daba abasto con tantos trabajos, me estaba enfermando del estrés y

el ambiente no me gustaba, estudiaba todos los dias de 7am a 6pm, realmente no podía

dormir; dure tres meses y decidí retirarme, mis papás me apoyaron. Tomé ese curso porque

sentia la presion de no estar haciendo nada y mis compañeras del colegio ya estaban en la

universidad (ahora que ya estoy en la universidad yo soy la unica que esta estudiando en

pública, ellas si entraron a universidades privadas).

En cambio yo era feliz madrugando los sábados a mi curso de Inglés, sentía más interés y

agrado por el inglés, escuchaba todo el tiempo música y veía las películas en inglés, a parte

nos pedían leer noticias en inglés para compartirlas en clase. En ese año no estudie nada y

solo termine ese curso, pero al finalizarlo ya sabía que quería estudiar.

En el instituto de Inglés conocí a un profesor y realmente me cautivo jajaja… El se llama

Fernando Bernal, a parte de que explicaba muy bien, era simpático y sus clases eran muy

dinámicas, todos los sábados nos preguntaba qué habíamos hecho en la semana. El caso

es que cuando cumpli 18 años empezamos a salir y nos hicimos novios, el realmente es mi

mayor influencia y ha sido mi apoyo en todo este proceso desde que decidí estudiar esta

carrera.

Realmente se me metió en la cabeza estudiar licenciatura en inglés, y durante dos años

intente pasar a la nacional a Filología en Inglés y en la Distrital a Licenciatura en Inglés. En

la Distrital pase en mi tercer intento, es muy frustrante y doloroso ver “no admitido”. Mis

papás tampoco aceptaban un no por respuesta y de ellos siempre he recibido el apoyo, y

me decían que siguiera intentando al igual que Fernando.

¿Por qué Inglés en vez de otro idioma?. Lo que me enseñaron es que, a cualquier lugar al

que se pueda ir, si tu sabes inglés por lo menos puedes pedir un plato de comida, saber un

idioma es una habilidad, y el inglés es seguramente una herramienta muy importante que

acompaña a cualquier profesión, he conocido el caso de azafatas que han terminado sus

estudios pero no pueden ejercer porque les hace falta hablar un inglés fluido, y así es en

muchas profesiones. Entonces entendí que yo también quería ejercer la misión de enseñar

este idioma para ayudar a otras personas a avanzar en sus procesos profesionales y

personales sean grandes o pequeños mis alumnos y así mismo sus logros gracias a este


idioma. También me motivó que muchos jóvenes no vivieran lo que yo viví, aprender en el

colegio un inglés intermitente y apostarle a que yo en un futuro sea una teacher de la que

mis estudiantes estén orgullos y agradecidos porque si aprendieron.

Lo que pienso sobre el idioma del Inglés es que es fácil, en la medida en que uno mismo se

permita quererlo entender, aunque a veces frustra un poco no avanzar como uno mismo

quisiera, y he conocido casos de personas que realmente les cuesta mucho este idioma. Yo

no soy tan diestra en el idioma como quisiera, pero todos los días me obligó a aprender

algo por mínimo que sea, sé que es un avance; es como cada dia poner un ladrillo ya que

no se puede construir un muro de la noche a la mañana. Tampoco puedo dejar escapar que

hay muchos factores que juegan un papel importante, como el apoyo y las herramientas que

se tengan.

En mi propio proceso de aprendizaje, puedo decir que todo lo que he hecho me ha servido,

desde una plana, ver películas y aunque sea mal visto traducir, yo traducía cuentos en inglés

al español. Algo que me parecía tedioso era que los profesores dijeran “No traduzca, piense

en inglés”. Para mi era algo imposible y realmente sentía que no se podía. Pero a medida

que se va avanzando, cuando tu lees o escuchas en inglés y lo entiendes es como cuando

lo haces en la lengua materna, ya se evita intentar traducir porque ya vas adquiriendo ese

idioma y sientes que es instantáneo entender la información y empiezas a pensar en inglés,

por ejemplo siempre que veo “taller” lo que leo es “toler” y así pasa con más palabras.

Lo importante en el aprendizaje de una lengua extranjera, primero es el interés; por ejemplo

antes de darle tanta importancia al inglés a mi me gustaba y me interesaba mucho el alemán

por una banda de pop- rock llamada Tokio hotel, y pues como todo sueño adolescente es

conocer su banda o artista favorito y hablar su idioma nativo, opte por querer aprender

muchas cosas en alemán, aprendí el abecedario, los números, los saludos, que decir si me

perdía en Alemania y realmente se aprende mucho de la cultura. Cuando se tiene el interés

después se necesita de perseverancia y mucha práctica porque es verdad que la practica

hace al maestro, yo del alemán solo recuerdo los números hasta 10 y los tres saludos del

dia, es triste pero cierto. y se necesita de una presión saludable, por ejemplo que si no

aprendo inglés posiblemente repruebe el nivel que es pre-requisito para el siguiente. Hace

poco mi novio me comento el caso de un señor que necesita mejorar su pronunciación,

aunque estaba bien en el idioma tiene que profundizarlo porque, fue escogido para ser el

director general de su empresa y dar unas conferencias en Noruega. Entonces, cuando es

una necesidad también como en nuestro caso se buscan las formas de suplir la y adquirir

el idioma. Yo cuando tengo mucho tiempo libre veo tutoriales de maquillaje y muchas veces

esta en Ingles, es satisfactorio que youtube tenga para activar subtítulos y ayuda bastante

porque aunque se tiene un nivel de listening a veces no es suficiente y el observar ayuda

mucho, aparte que de se aprende nuevo vocabulario.

Cuando se me presentaba una dificultad a la hora de escribir una palabra en inglés, hacia

planas, y cuando eran frases complicadas de pronunciar, repetia y repetia, la cuestión era

de mecanizar, por ejemplo, para los tiempos (presente, pasado, futuro) preguntar, afirmar o

negar, la profesora de séptimo nos pedía hacer la pregunta, responder la de forma

afirmativa, negativa, respuesta corta y respuesta larga.

No voy a negar que antes de entrar a la universidad yo era muy insegura y me daba miedo

decir lo que pensaba, yo trabaje con Faber-Castell y en las temporadas escolares se conoce

a muchos compañeros y la gran mayoría eran estudiantes universitarios, claramente ellos


tenían un conocimiento más amplio del tema que se hablara. El entrar tarde a la universidad,

si fue causal de inseguridad en esos tres años después de salir del colegio. Pero también

fue tiempo de mucha perseverancia y cada dia me confirmaba que ésta es la profesión que

quiero seguir.

Como persona me concibo, que no renunció en el primer intento, soy flexible con ciertas

situaciones, si me doy cuenta que no puedo hacer algo de cierta manera, entonces busco

otra forma, no me gusta estar de mal genio, porque me pongo a la defensiva con todo el

mundo, me gusta hacer las cosas lo mejor posible y tiendo a ser perfeccionista, aunque

tengo también un defecto, cuando no quiero hacer algo o me da pereza, simplemente lo

evito. Para mi la mejor terapia es colorear, lo hago cada vez que tengo tiempo libre y es un

hobbie para mi.

Yo amo mi ciudad, A pesar de que tiene sus partes que la opacan, yo le veo el encanto.

Normalmente los fines de semana que es cuando tengo más tiempo, me gusta salir con mis

novios, nos gusta por decirlo así, ir de picnic, nuestro parque favorito es el Parque de los

novios, es muy agradable llevar la comida y una cobija. A mi en especial me gusta caminar

por la séptima, me gusta el mercado de las pulgas, anualmente asistimos al SOFA, mi cine

favorito es IMAX, no voy a ningún otro cine, así el que me gusta me quede súper lejos.

Bueno, yo realmente considero que las decisiones que he tomado han sido influenciadas

por acontecimientos que me han motivado a tomarlas, por ejemplo, me influenció mucho ver

como esos jóvenes que fueron mis profesores hacen la diferencia. También, desde el

colegio nos motivaron para estudiar en universidad pública, porque simplemente era un

derecho y aparte el reconocimiento que tienen éstas.


Annex # 5: Extract of Interviews Transcription

Interview # 5

69. Participant 1: e:: pues o sea mi caso como estudiante de primer semestre

70. empezar es lo difícil / entonces:: pues a veces {…} o a veces uno empieza

71. como mucha motivación y después eso se pierde entonces hay semanas

72. en las que uno es súper juiciosa haciendo talleres investigando viendo

73. videos y hay otras semanas en donde uno literal no quiere saber nada

74. del inglés no sé porqué / pero pues en si e:: / no se e:: / a veces también

75. depende hasta del ánimo que uno tiene no se

76. Researcher 2: como de otros factores que no son digamos de la

77. universidad

78. Participant 1: Exactamente osea no se:: es como tan de:: como uno se

79. siente a veces pero pues es la carrera y osea uno la tiene que sacar todo

80. el tiempo lo mejor posible / pero si hay veces varia

81. Researcher 2: y tú que dices

82. Participant 4: e:: pues yo pienso que hay momento buenos si también

83. hay momentos que no que no digamos que uno no se siente muy bien

84. pero pues es un proceso que exige constancia y hay que continuar

85. continuar perseverar

86. Researcher 2: osea que si tú reflexionas sobre tu proceso lo ves como así /

87. como un proceso como / como inconstante tal vez

88. Participant 4: e:: no inconstante si no digamos que de pronto hay

89. momentos que de pronto no sé {…} pero uno debe superar eso y continuar

90. Researcher 2: y tu ***

91. Participant 8: e:: bueno pues / no se / e:: yo siento:: que:: e:: el

92. proceso de uno no puede ser constante porque a veces hay ocasiones que:

93. digamos lo desmotivan a uno uno no puede estar todo el tiempo bien

94. digamos a veces lo que te decía uno no quiere saber nada de nada por

95. factores externos a la universidad / o:: es simplemente como que:: esa

96. presión de los profesores esa presión de de ver muchas materias del

97. horario del horario ocho horas diez horas es algo como que también

98. es algo que osea afecta mucho entonces no sirve a veces un poquito

99. Researcher 2: y tu que dices ***

100. Participant 7: pues en cuanto al proceso yo creo que:: / pues ha

101. sido bueno entonces / pues por parte de los profesores como que les /

102. osea que usen distintas metodologías para enseñarnos mejor entonces

103. pues como que eso ha sido también como de parte de uno / pues al

104. contrario de ellos yo no me sentido así como que no quiero saber nada de

105. inglés no porque pues también es como:: / e:: no se ya si uno:: osea como

106. manejar / no acumular todo en un momento que esto no si más bien / no

107. sé como decirlo


108. Researcher 2: osea no te has sentido desmotiva con tu proceso

109. Participant 7: pues al principio si / pero pues iniciando

110. Researcher 2: por lo que tú nos decías que {…} llegaste con buenas

111. bases

112. Participant 7: si exacto pero ya como tal el proceso aquí en la universidad

113. e:: bien

114. Researcher 2: y tú que dices ***

115. Participant 3: e:: pues yo si considero que mi proceso ha sido

116. constante desde que inicié a estudiar cómo debe ser e:: y pues yo digo

117. que así uno en algunos momentos uno se sienta desmotivado siempre

118. van a haber cosas que incluso en clases uno va a aprender así sean

119. cosas mínimas pero que son elemento que fortalecen el mismo proceso

120. que uno está desarrollando

121. Researcher 2: y tú que dices

122. Participant 4: pues en lo poco que llevo diría también que

123. ha sido muy bueno el aprendizaje muy constante / osea he tenido

124. bueno profesores y la verdad como que me han motivado a:: buscar más

125. allá de la universidad

126. Researcher 2: como más trabajo autónomo si

127. Participant 4: si


129. Participant 6: yo creo que e:: / pues al inicio también / en algunos

130. momento si como que me sentía desmotivado pues por lo mismo que::

130. han dicho mis compañeros como que uno se siente como que e:: el que

131. sabe menos o el que no sabe así como cosas / que otros ya saben y que

132. uno que es como de esas personas que no osea que a pesar que es

133. básico como que uno no las sabe si / entonces al inicio si me sentí

134. desmotivado pero ya después pues uno va cogiendo como como ritmo

135. como ese proceso y ya entonces uno ya / e:: se mentaliza que hay que

136. sacar la carrera adelante

137. Researcher 2: es que esa es como la vida del estudiante también / todos

138. en algún momento nos hemos sentido desmotivados / a punto de decir

139. uy ya no quiero más eso yo me pongo a trabajar o hacer otra cosa ya

140. no quiero subir más esta loma o algo así pero no se eso es como lo bonito

141. que ya depende de uno como que hay algo en el interior que lo motiva

142. a uno a seguir también lo mismo lo que hablábamos de pronto de los

143. compañeros de los profes todas esas cosas contribuyen mucho //

144. no sé cómo con base en todo lo que les he escuchado decir yo quisiera

145. hacerles como una pregunta pero hipotética / digamos si ustedes fueran

146. observadores si se estuvieran mirando ustedes como se verían / pero

147. como estudiantes osea si ustedes estuvieran sentados viéndose en el

148. salón de clase como se verían

149. Participant 1: bueno e:: definitivamente en las clases de inglés / para

150. mi es la favorita y yo en la clase soy muy activa entonces pues si yo me


151. viera pues me sentiría {…} me sentiría satisfecha porque pues por lo

152. menos / e:: participo y lo que no entiendo lo trato de preguntar /

153. entonces pues hasta me felicitaría

154. Todos: ……………………………….

155. Researcher 2: y tú qué dices como te verías

156. Participant 4: bueno yo por mi parte si me exigiría un poquito más

157. Researcher 2: si // como te ves

158. Participant 4: pues:: osea {…} me falta más yo sé que puedo dar más

159. Researcher 2: pero como te ves o sea en el salón como una

160. imagen que nos digas / no sé qué tus digas yo me veo sentado en mi

161. puesto / jugando

162. Participant 4: no tampoco

163. Todos: ………………………….

164. Participant 4: digamos e:: yo presto atención y todo pero pienso que

165. debería participar un poquito más

166. Researcher 2: más participativo


168. Researcher 1: y tú lo consideras en la clase de inglés

169. Participant 4: si / si en esa clase si

170. Researcher 2: y tú qué dices ***

171. Participant 8: pues yo me considero alguien que siempre intenta

172. dar lo mejor no yo me vería como una persona que:: puede que a veces

173. no sea la mejor de la clase pero que siempre intenta dar lo mejor de sí

174. misma

175. Researcher 2: Perseverante / si



178. Participant 7: pues digamos en la clase de inglés como tal no participo

179. mucho pero tampoco me quedo o sea más bien es como cuando me lo

180. piden como que la profe dice ay tal cosa entonces pues tú dices como

181. que si no hay problema pero así como que autónomamente que yo quiera

182. participar no

183. Researcher 2: no te nace

184. Participant 7: no no mucho osea es como la inseguridad / es más el

185. miedo como a que estoy mal / a no querer hacerlo

186. Researcher 2: muchos hemos pasado por eso………… y tú qué dices ***

187. Participant 3: e:: pues yo me siento con mucha confianza / en las

188. clases de inglés entonces por eso también soy como:: medio activo en

189. en todo lo:: que pues nos piden que hagamos

190. Researcher 2: y tú también te felicitarías

191. Participant 3: pues no tanto

192. Todos: ………………..

193. Researcher 2: y tu como te ves

194. Participant 4: e:: bueno yo me siento igual que:: *** por ejemplo


194. si a mi me dice el profesor que hable pues hablo pero de resto no / porque

195. a veces como que / trato de hablar pero se me dificulta un poco la

196. pronunciación entonces

197. Researcher 2: te da pena

198. Participant 4: si me da pena a veces

199. Researcher 2: y tu

199. Participant 6: yo creo que también osea / una parte confiada y otra

200. parte como inseguro al mismo tiempo no osea // sé que suena así

201. como todo raro pero osea hay clases o hay momentos en las que uno está

202. todo activo quiere participar osea sabe dar las respuesta que necesita la

203. profesora y más con temas que uno como que conoce pero con otros

204. entonces uno como que se siente inseguro como que uno no participa

205. porque pues no sabe o si sabe uno a veces es como tímido y la

206. inseguridad de qué dirá la profesora los compañeros {…} entonces si por

207. eso

208. Researcher 2: osea {…} no se ya teniendo como su imagen de cómo se

209. ven en el salón de clase que mejorarían // o:: pues no se / o sea podrían

209. pensar también como que les falta de pronto o de pronto en que tiene

210. falencias y de pronto en que digamos están / tienen muchas fortalezas

211. Participant 1: e:: bueno pues:: como que uno a la hora interactuar se

212. siente limitado entonces todo el tiempo es como:: e:: no sé cómo se dice

213. tal cosa como no se dice si / pero pues / ya pues cuando tiene mas {…}

214. una base pues uno sabe que su:: osea su punto a favor seria ya la

215. gramática osea puede que yo no me sepa todo los verbos pero entonces

216. yo se que en tal parte va un verbo entonces yo como que busco entonces

217. el verbo que yo quiero decir o cosas así / sería eso como ir avanzando en

218. vocabulario y pues también como ir reforzando lo que uno tiene a favor

219. Researcher 2: y que tienes a favor

220. Participant 1: la gramática……………….

221. Researcher 2: la gramática // y tu

222. Participant 4: por mi parte:: yo pienso que debería practicar más

223. sobre todo el speaking / pues como para ir perdiendo el miedo a hablar

224. para perder la timidez porque al fin y al cabo es de eso que uno va a

225. vivir entonces si uno va a vivir de miedo toda la verraca vida {…} entonces

226. no / entonces por esa parte si la práctica

227. Researcher 2: en qué piensas que tienes como a favor una destreza una

228. habilidad

229. Participant 4: no se //……………….

230. Researcher 2: no sabes

231. Participant Oscar: // de pronto que:: pienso que:: no debo renunciar a

232. esto / eso


234. Participant 8: e:: yo pienso que debo mejorar mi inseguridad

235. a la hora de hacer presentaciones sobre todo orales porque:: puede que


236. muchas veces sepa lo que tengo que decir pero en el momento de osea /

237. hacer la presentación se me queda la cabeza en blanco y / se me

238. olvida lo que tenía que decir tal vez porque a veces no confió en que lo

239. voy a hacer bien // y:: // que tengo a favor // no se / e:: tal vez que::

240. no sé por más que me pasa eso siempre intento cómo mejorarlo y::

241. también creo que soy buena en writing


243. Participant 7: pues como fortaleza digamos yo creo que la parte

244. gramática osea las reglas y eso pues yo las entiendo rápido y esas cosas

245. y ya como debilidad tal vez e:: si es como la inseguridad al momento de

246. hablar

247. Researcher 2: en speaking

248. Participant 7: si / si señora

249. Researcher 2: pero es por el miedo

250. Participant 7: si es por el miedo


252. Participant 3: e:: pues / bueno / considero que debería practicar

253. más con respecto a lo que:: en lo que no soy muy bueno osea no es que

254. sea malo pero es que writing no es mi fuerte y:: en lo que si me

255. considero bueno osea me siento bien cuando pues me toca hablar


Annex # 6: Questionnaire for the Statement of the Problem


Annex # 7: Example of the Questionnaire for the Statement of the Problem


Tables

Table # 1. Chronogram

Table # 2. Categories

Table # 3. Conventions and Symbols

English Language Learners Voices: Exploring Identity...

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