EFL Teachers' Identities Construction Through Their Teaching and Assessment Practices

• In Event: 81.015 - Assessing Language Learning: The Cases of EFL, ESL, and World Language Teaching

Abstract

This paper presents findings of an ethnographic case study carried out with four teachers of English as a Foreign Language (EFL) in a public university of a major city in Colombia. The objective of the study was to determine how EFL teachers’ identities shaped and were shaped by their teaching and assessment practices. The study drew on sociocultural theories of identity. Data collection included: a background questionnaire, in-depth interviews, participant-observations, and artifacts. Findings of the study revealed that not only teachers’ identities shape and get shaped by their teaching and assessment practices but also by their foreign language learning experiences, professional preparation, and agency; their investment in teacher learning, the involvement in communities of practice and collaboration, and the curriculum.

Author

• Diana Patricia Pineda Montoya, Universidad de Antioquia