The co-construction of school english language teachers' critical Identities through narrative positioning

Abstract

Research on language teachers’ identities in the English as a Second Language (ESL), Teaching to Speakers of Other Languages (TESOL), and the English Language Teaching (ELT) in general has been a broad, extensive and multifaceted. While the field has achieved significant maturity, debates persist about how teachers in diverse educational contexts construct our identities through discourse and practice (Torres-Rocha, 2019; Trent, 2015). This study examines the intersection of critical pedagogy (Freire, 1970; McLaren, 2002; Giroux, 2014) and English language teachers’ identities to explore the critical identities (CIs) of school English language teachers (SELTs) in Colombia through the lens of narrative positioning and critical pedagogy. While research on language teachers’ identities has often centered on higher education practitioners, this study focuses on SELTs, addressing the challenges and tensions we face within a socio-political and educational context that prioritizes standardized language proficiency and test-oriented instruction over critical engagement with language learning. The educational system often seems to pressure SELTs to ensure that students achieve high scores on the SABER ICFES tests and develop a uniform, test-driven knowledge of English (Ardila & García, 2017; Gal, D. L., 2018). This emphasis on measurable outcomes, however, risks overshadowing the potential of language education to foster reflective thinking and discussions on students’ social realities. This study employs a qualitative methodology grounded in Collaborative Narrative Inquiry, integrating oral narratives, artistic triggers, and reflective discussions. By emphasizing horizontal relationships, the methodology facilitates co-construction of meaning and in-depth engagement with the participants’ experiences. Data was analyzed using narrative positioning theory in education, revealing how SELTs navigate systemic constraints, such as rigid curricula and administrative pressures, while fostering agency and resistance. Findings highlight the dynamic interplay between SELTs’ histories as students and their practices as educators, pointing to a transformation from victims of systemic norms to agents of change. Participants’ stories illustrate acts of resistance, the negotiation of power dynamics, and the critical reinterpretation of English as a tool for empowerment rather than assimilation. The research underscores the importance of reflective practice and collaborative dialogue in enabling teachers to challenge the status quo and align their pedagogy with socio-political realities. This study contributes to the field of English Language Teaching (ELT) by foregrounding the critical identities of SELTs, proposing pedagogical innovations rooted in context-specific challenges, and advocating for the decolonization of ELT practices. It reaffirms Freire’s notion of education as a political act and positions SELTs as transformative intellectuals capable of fostering social justice and critical consciousness in their classrooms.