Unveiling EFL and self-contained teachers' discourses on bilingualism within the context of professional development

Abstract

Throughout history, language has been a determinant factor in the construction of society as its dynamic nature, has allowed some nations to take control over others and assure a privileged position. This study, guided by the research question - what discourses do EFL and self-contained teachers draw on when envisaging a bilingual curriculum within the context of professional development?- examined how certain practices and ideologies in regards to the English language have been perpetuated and reproduced by 5 EFL and Self-contained teachers from a private school in Bogota. Data was collected using tape recordings, reflective journals, and protocols. Analysis indicated that participants draw mainly on hegemonic, colonial, and manipulative discourses; but when dialoguing, sharing, and peer coaching, a discourse of resistance was constituted at the time of endorsing their Professional Development. The study suggested further research into a more encompassing definition of teachers’ professional growth, Bilingualism, and Bilingual Education in monolingual contexts as ours.