Revisión de la decolonialidad dentro de las consideraciones de los programas de formación para profesores de la lengua Inglesa: pensamiento decolonial como una posible base para las identidades de los futuros profesores de inglés

Abstract

The present research study aims to recap and explore the different ways in which English Language Pre-service Teachers could add themselves to decolonial thought regarding their in-building teacher identity and teaching practice. In doing so, narrative inquiry principles will be followed to listen, collect, and analyze the experiences of three sample populations: pre-service teachers, teacher educators, and language teachers. Those experiences would be directed and analyzed toward the different perceptions they have about the implications of including alternatives, such as decolonialism in English Language Teacher practices, Language Teacher identities, and the ELT field. The results gathered showed that there is a need for English Language Pre-service Teachers to receive an education that includes reflective, inclusive, and transformative methodologies, which would impact, not only the construction of the professional being along the teacher program they are into, but also the performance they will have when teaching. For that reason, a proposal for an alternative space that looks for the inclusion of dialogue and reflection strategies based on methodologies such as decoloniality and similar ones is presented, aiming to help English Language Pre-service teachers to re-signify how English language can be taught based on a Colombian context, by prioritizing the local culture, history, identity, traditions, knowledges, and voices.