English Language Learners Voices: Exploring Identity...
Transcript of 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
Universidad Distrital Francisco José de Caldas
MONOGRAPH ADVISOR:
Julia Posada
A monograph submitted as a requirement to obtain the degree as
Bachelor in Basic Education with Emphasis in English
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 3
Note of acceptance
_______________________________
_______________________________
_______________________________
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Monograph Advisor
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Juror
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IDENTITY AND ENGLISH LANGUAGE LEARNERS 4
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”
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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.
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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.
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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.
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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.
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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
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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
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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,
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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.
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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.
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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
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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)
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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:
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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.
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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
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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.
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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
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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
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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
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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
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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
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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
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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.
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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
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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,
IDENTITY AND ENGLISH LANGUAGE LEARNERS 29
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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 30
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 31
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 32
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).
IDENTITY AND ENGLISH LANGUAGE LEARNERS 33
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 34
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 35
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 36
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 37
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 .
IDENTITY AND ENGLISH LANGUAGE LEARNERS 38
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 39
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 40
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 41
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 42
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).
IDENTITY AND ENGLISH LANGUAGE LEARNERS 43
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 44
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 45
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:
IDENTITY AND ENGLISH LANGUAGE LEARNERS 46
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 47
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.
Journals, books, articles
related to the concepts of
identity and identity
construction.
March to April
2016
Eight weeks Adjustment and completion of the second
chapter.
Journals, books, articles
related to the concepts of
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
___
IDENTITY AND ENGLISH LANGUAGE LEARNERS 48
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.
Journals, books, articles
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.
Journals, books, articles
related to the concepts of
identity and language
learners’ identity
construction.
Journals, books, articles
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.
Transcription of the
interviews.
Narratives.
Chart with the
participants’ comments.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 49
November 2017 Four weeks Development of the fourth chapter:
explanation of the second category in the
data analysis.
Transcription of the
interviews.
Narratives.
Chart with the
participants’ comments.
December 2017 Three weeks Establishment of the fourth chapter:
explanation of the second category in the
data analysis.
Transcription of the
interviews.
Narratives.
Chart with the
participants’ comments.
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 50
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,
IDENTITY AND ENGLISH LANGUAGE LEARNERS 51
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 52
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:
IDENTITY AND ENGLISH LANGUAGE LEARNERS 53
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 54
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 55
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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 56
“... 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"
(Interview # 3, Participant 6)
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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 57
“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”
(Entrevista # 2, Participante 3)
"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"
(Interview # 2, Participant 3)
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 58
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 59
“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:
IDENTITY AND ENGLISH LANGUAGE LEARNERS 60
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”
(Entrevista # 1, Participante 1)
"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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 61
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,
IDENTITY AND ENGLISH LANGUAGE LEARNERS 62
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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 63
“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 “
(Entrevista # 2, Participante 3)
"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"
(Interview # 2, Participant 3)
“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”
(Entrevista # 1, Participante 2)
"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"
(Interview # 1, Participant 2)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 64
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"
(Interview # 1, Participant 2)
“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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 65
"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”
(Entrevista # 2, Participante 3)
"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…”
(Entrevista # 5, Participante 4)
"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 ... "
(Interview # 5, Participant 4)
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 66
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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 67
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 68
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 69
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,
IDENTITY AND ENGLISH LANGUAGE LEARNERS 70
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 ... "
(Interview # 1, Participant 2)
“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”
(Entrevista # 2, Participante 4)
"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,
IDENTITY AND ENGLISH LANGUAGE LEARNERS 71
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”
(Entrevista # 2, Participante 4)
"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"
(Interview # 3, Participant 7)
“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,
IDENTITY AND ENGLISH LANGUAGE LEARNERS 72
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"
(Interview # 1, Participant 2)
“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"
(Interview # 3, Participant 6)
“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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 73
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 74
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”
(Entrevista # 5, Participante 6)
... 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"
(Interview # 5, Participant 6)
“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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 75
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 76
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”
(Entrevista # 5, Participante 2)
"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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 77
“... 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).
IDENTITY AND ENGLISH LANGUAGE LEARNERS 78
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)
IDENTITY AND ENGLISH LANGUAGE LEARNERS 79
"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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 80
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 81
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 82
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 83
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 84
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 85
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 86
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 87
● 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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 88
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Annexes
Annex # 1: Consent Forms
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IDENTITY AND ENGLISH LANGUAGE LEARNERS 96
IDENTITY AND ENGLISH LANGUAGE LEARNERS 97
Annex # 2: Example of the Consent Forms
IDENTITY AND ENGLISH LANGUAGE LEARNERS 98
IDENTITY AND ENGLISH LANGUAGE LEARNERS 99
IDENTITY AND ENGLISH LANGUAGE LEARNERS 100
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 101
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 102
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 103
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 104
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 105
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.
IDENTITY AND ENGLISH LANGUAGE LEARNERS 106
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 107
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
128. Researcher 2: y tu ***
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 108
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
167. Participant 4: si
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
176. Participant 8: si
177. Researcher 2: y tu ***
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 109
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
233. Researcher 2: y tu ***
234. Participant 8: e:: yo pienso que debo mejorar mi inseguridad
235. a la hora de hacer presentaciones sobre todo orales porque:: puede que
IDENTITY AND ENGLISH LANGUAGE LEARNERS 110
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
242. Researcher 2: y tu ***
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
251. Researcher 2: y tu ***
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
IDENTITY AND ENGLISH LANGUAGE LEARNERS 111
Annex # 6: Questionnaire for the Statement of the Problem
IDENTITY AND ENGLISH LANGUAGE LEARNERS 112
Annex # 7: Example of the Questionnaire for the Statement of the Problem
IDENTITY AND ENGLISH LANGUAGE LEARNERS 113
Tables
Table # 1. Chronogram
Table # 2. Categories
Table # 3. Conventions and Symbols