EFL (English as a Foreign Language) Preservice Teachers’ Curriculum Ideologies and Narratives: Pedagogical Challenges to Enact Social Justice Teaching

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Deconstructing Dominant Narratives and Centering Ancestral Knowledge Across the PK–20 Spectrum (Table 10)

Abstract

Few studies have explored curriculum ideologies regarding subject-specific programs such as English as a Foreign Language (EFL). We focused on EFL preservice teachers, aiming to know: 1) What curricular ideology(ies) prevail among EFL preservice teachers? and, 2) How do their curricular ideology(ies) relate to their views on teaching English for social justice? Data was collected using Curriculum Ideology Inventories (266 respondents) and semi-structured interviews with a narrative approach (purposeful sample). Inventories show the predominance of the Learner Centered ideology also adhering to Social Reconstructionism; the presence of ideological eclecticism is also worth noticing. Interviews show that underneath ideologies regarding curriculum, school purpose, and teaching, underlie personal and school learning experiences that are key to their hybrid views of EFL teaching.

Authors

• Cesar Pena-Sandoval, Universidad Metropolitana de Ciencias de la Educación

• Catalina Cuenca, Universidad Alberto Hurtado