Professional Subjectivities in ELT & the Dichotomy Inclusion-Exclusion

Autor/in	Casas Trujillo, Jennyfer Paola
Titel	Professional Subjectivities in ELT & the Dichotomy Inclusion-Exclusion
Quelle	In: Hungarian Educational Research Journal, 11 (2021) 3, S.283-296 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Casas Trujillo, Jennyfer Paola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2064-2199
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Inclusion; Learning Theories; Ethics; Moral Values; Affective Behavior; Foreign Countries; Educational Policy; Faculty Development; Professional Identity; Equal Education; Access to Education; Students with Disabilities; Personal Narratives; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Inklusion; Learning theory; Lerntheorie; Ethik; Moral value; Ethischer Wert; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erlebniserzählung; Kolumbien
Abstract	Most education systems propose policies in pro of the benefit of society. However, successful application of these is unknown in consequence considering teachers voices is needed to understand the situations in the classroom. This study analyzes some English language teachers' stories that served the purpose to construct themselves as professionals of language education facing the dichotomy of inclusion and exclusion placed by the mandates of the Colombian education system. The theme of Language Teacher Subjectivities, in this article, is conceptualized and discussed as the alternative's teachers have within their reach to use their own theories regarding language teaching and learning. Reflecting retrospectively and prospectively on meaningful school experiences related to the language teaching activity to tackle the dichotomy, the research question that guided this study was: what do language teachers' narratives portray about their professional subjectivities in relation to inclusion? From a narrative perspective, narrative interviews and a professional life history timeline was analyzed using short story analysis focusing on when, when and who as meaningful in the data and finding that the participants comply with the multidimensional view of the subject. The narratives depicted that the corporal dimension, social-affective dimension, cognitive dimension, and ethic-moral dimension are part of the teachers' professional subjectivities in the frame of Colombian inclusion policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01