Dyslexic Individuals' Narratives on Their Process of Becoming English Language Teachers

Autor/inn/en	Cuervo-Rodríguez, Karen Andrea; Castañeda-Trujillo, Jairo Enrique
Titel	Dyslexic Individuals' Narratives on Their Process of Becoming English Language Teachers
Quelle	In: HOW, 28 (2021) 2, S.79-96 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cuervo-Rodríguez, Karen Andrea) ORCID (Castañeda-Trujillo, Jairo Enrique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Language Teachers; Dyslexia; English (Second Language); Second Language Learning; Second Language Instruction; Empathy; Special Needs Students; Preservice Teachers; Teacher Education Programs; Personal Narratives; Student Attitudes; Rejection (Psychology); Teaching Methods; Learning Processes; Teacher Student Relationship; Teacher Role; Teacher Educators; Teacher Effectiveness; Professional Identity; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Empathie; Sonderpädagogischer Förderbedarf; Erlebniserzählung; Schülerverhalten; Ablehnung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Kolumbien
Abstract	This paper reports the findings of a narrative study with two pre-service English language teachers (PELTs) who have dyslexia. The main objective of the study was to understand how this condition of having dyslexia was present in becoming an English language teacher. The two PELTs participated in a life history interview as part of the data collection. By considering the main objective of the study, the researchers used the information collected to write the narratives and subsequently proceeded to interpret and analyze them. The findings show that dyslexia is as serious as any other disability, and it does generate rejection and lack of understanding on the part of teachers and other PELTs. Furthermore, negative feelings linked to the learning or teaching process are generated in PELTs with dyslexia, which leads them to hide their condition to avoid discrimination most of the time. However, findings also show that once negative feelings were overcome, PELTs turn their problem into an advantage, discovering themselves as more empathetic to those with special needs and making them more resourceful teachers. We conclude that although PELTs can turn their weaknesses into strengths, the role of teacher educators is also fundamental in the processes of identity construction; teacher educators might provide spaces and strategies to minimize the conditions that affect the performance of PELTs, both as language students and as language teachers. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01