Open AccessDyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers
Author(s) -
Karen Andrea Cuervo-Rodríguez,
Jairo Enrique CastañedaTrujillo
Publication year - 2021
Publication title -
how
Language(s) - English
Resource type - Journals
ISSN - 0120-5927
DOI - 10.19183/how.28.2.621
Subject(s) - psychology , feeling , narrative , dyslexia , affect (linguistics) , identity (music) , english language , process (computing) , developmental psychology , social psychology , pedagogy , mathematics education , linguistics , reading (process) , communication , aesthetics , philosophy , computer science , operating system
This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.