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The main purpose of this paper is to determine how identity has been approached in Colombian scholarship within the field of English Language Teaching and Learning (ELT&L), during the last two decades, as published in the most important journals of Colombia that deal with matters of language education, bilingual education, language teaching and learning. It also seeks to determine how the theory on identity has evolved. The journals CALJ, GiST, HOW, ÍKALA, and PROFILE (listed in alphabetical order) were selected because they fulfilled four requirements pre-established for this critical literature review, namely a) to issue articles in the field of foreign language education, b) to publish in English, c) to report works about the Colombian context with Colombian participants (or theoretical papers in the field), and d) to be available online at the time of the search. With these prerequisites in mind, a careful search was carried out in each journal website, looking for articles that dealt with the identity.

Pablo Enrique Acosta Acosta, Universidad del Cauca

Mg. conjunta en lingüística y TESOL (inglés), Universidad Estatal Ball, Munice, Estados Unidos.

Estudiante Doctorado Interinstitucional en Educación, ELT emphasis, Universidad del Valle, Cali, Colombia.

Profesor de Enseñanza de Lenguas Modernas, Universidad del Cauca, Popayán, Colombia.

Correo electrónico: 

Acosta Acosta, P. E. (2023). Identidad en las revistas colombianas de enseñanza del inglés: Una revisión crítica de la literatura. Praxis, Educación Y Pedagogía, (10), e4022299.

American Psychological Association (2002). Developing adolescents: A reference for professionals.

Aneja, G. (2016). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572-596.

Arias, C. A. (2014). Agency in the reconstruction of language identity: A narrative case study from the island of San Andrés. GIST – Education and Learning Research Journal, (9), 103-123.

Arias-Cepeda, C., & Rojas, S. (2017). Rethinking curriculum in the linguistics component of a major on bilingual education. GIST – Education and Learning Research Journal, (14), 135–157.

Benavides Buitrago, C. (2017). EFL students’ social identities construction through gender-based short stories. Colombian Applied Linguistics Journal, 19(1), 11-21.

Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91(5), 863–876.

Bonilla-Sálazar, E. M. (2019). Tuning the chords of youth identity: A community-based project focused on music in English. GIST – Education and Learning Research Journal, (18), 48-67.

Canagarajah, S. (2004). Subversive identities, pedagogical safe houses, and critical learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 116-137). Cambridge University Press.

Carreño Bolívar, L. L. (2018). Promoting meaningful encounters as a way to enhance intercultural competences. Colombian Applied Linguistics Journal, 20(1), 120-135.

Castañeda-Londoño, A. (2017). Exploring English teachers’ perceptions about peer-coaching as a professional development activity of knowledge construction. HOW, 24(2), 80-101.

Castañeda Peña, H. A. (2008). ‘I said it!’ ‘I’m first!’: Gender and language-learner identities. Colombian Applied Linguistics Journal, (10), 112-125.

Castillo, R., & Díaz Cortés, N. R. (2012). Supporting student-teacher researchers’ quest for their voice. HOW, 19(1), 185-193.

Caviedes, L., Meza, A., & Rodríguez, I. (2016). Collaborative work and language learners’ identities when editing academic texts. HOW, 23(2), 58-74.

Cruz Arcila, F. (2007). Broadening minds: exploring intercultural understanding in adult EFL learners. Colombian Applied Linguistics Journal, (9), 144-173.

Díaz Benávidez, D. M. (2013). The way student-teachers construct their identity at school. HOW, 20(1), 36-50.

Escobar Alméciga, W. Y. (2013). Identity-forming discourses: A critical discourse analysis on policy making processes concerning English language teaching in Colombia. Profile: Issues in Teachers´ Professional Development, 15(1), 45-60.

Escobar Alméciga, W. Y. & Gómez Lobatón, J. C. (2010). Silenced fighters: Identity, language and thought of the Nasa People in bilingual contexts of Colombia. Profile: Issues in Teachers’ Professional Development, 12(1), 125–140.

Fajardo Castañeda, J. A. (2014). Learning to teach and professional identity: Images of personal and professional recognition. Profile: Issues in Teachers’ Professional Development, 16(2), 49-65.

Fajardo Castañeda, J. A., & Miranda Montenegro, I. R. (2015). The paradox of the practicum: Affinity to and resistance towards teaching. Íkala, Revista de Lenguaje y Cultura, 20(3), 329–341.

Flórez González, A. (2018). Strengthening local identity by writing chronicles in the EFL classroom. Colombian Applied Linguistics Journal, 20(2), 195-208.

Friedrich, P. (1989). Language, ideology, and political economy. American Anthropologist, 91(2), 295–312.

Galvis, H. A. (2015). Laying the foundations for video-game based language instruction for the teaching of EFL. HOW, 22(1), 107-122.

Gómez Lobatón., J. C. (2012). Language learners' identities in EFL settings: Resistance and power through discourse. Colombian Applied Linguistics Journal, 14(1), 60-76.

Gómez Rodríguez, L. F. (2015). Aprendizaje Intercultural Crítico mediante Temas de la Cultura Profunda en la Clase de Inglés. Íkala, Revista de Lenguaje y Cultura. 20(1), 43-59.

Granados-Beltrán, C. (2016). Critical interculturality. A path for pre-service ELT teachers. Íkala, Revista De Lenguaje Y Cultura, 21(2), 171-187.

Gray, J., & Morton, T. (2018). Social interaction and English language teacher identity. Edinburgh University Press.

Guerrero, A. L. (2011). Narrative as resource for the display of self and identity: The narrative construction of an oppositional identity. Colombian Applied Linguistics Journal, 13(2), 88-99.

Guerrero Moya, M. E., Muñoz Ortíz, L., & Niño Díaz, A. M. (2016). Evidence of intercultural communication competence in tenth grader’s narrative texts. GIST – Education and Learning Research Journal, (13), 111-130.

Guerrero Nieto, C. H., & Meadows, B. (2015). Global professional identity in deterretorialized spaces: A case study of a critical dialogue between expert and novice nonnative English speaker teachers, Profile: Issues in Teachers’ Professional Development, 17(2), 13-27.

Hernández Castro, O., & Samacá Bohórquez, Y. (2006). A study of EFL students’ interpretations of cultural aspects in foreign language learning. Colombian Applied Linguistics Journal, (8), 38-52.

Jiménez Guamán, L. V. (2012). EFL teenagers’ social identity representation in a virtual learning community on Facebook. Profile: Issues in Teachers´ Professional Development, 14(2), 181-194.

Lander, R. (2018). Queer English language teacher identity: A narrative exploration in Colombia. Profile: Issues in Teachers’ Professional Development, 20(1), 89-101.

McCarthy, P., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42(2), 381–392.

Mejía, A. M. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, (8), 152-168.

Norton, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29(1), 9-31.

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Pearson/Longman.

Norton, B. (2010). Language and identity. In N. Hornberger & S. McKay (Eds.), Sociolinguistics and language education, (pp. 349-369). Multilingual Matters.

Norton, B. (2013). Identity and language learning: Extending the conversation (2° ed.). Multilingual Matters.

Norton, B. & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.

Ortiz Medina, J. M. (2017). Shaping your identity as a speaker of English: The struggles of a beginner language learner. Colombian Applied Linguistics Journal, 19(2), 250-262.

Quintero Polo, Á. H., & Guerrero Nieto, C. H. (2013). “Of being and not being:” Colombian public elementary school teachers’ oscillating identities. HOW, 20(1), 190-205.

Rojas, M. X. (2012). Female EFL teachers: shifting and multiple gender and language-learner identities. Colombian Applied Linguistics Journal, 14(1), 92 - 107.

Rondón Cárdenas, F. (2012). LGBT students’ short-range narratives and gender performance in the EFL classroom. Colombian Applied Linguistics Journal, 14(1), 77 - 91.

Soler, S. (2012). Between dark black and light brown: Discourses and ethnic identities among afrodescendant boys and girls in school context in Bogotá. Colombian Applied Linguistics Journal, 14(1), 146-162.

Taylor, J. A. (2007). Intercultural communication competence through experiential learning: The importance of student initiated strategies and dialogic encounters. Gist: Education and Learning Research Journal, (1), 65-89.

Torres-Cepeda, N., & Ramos-Holguín, B. (2019). Becoming language teachers: Exploring student-teachers’ identities construction through narratives. GIST – Education and Learning Research Journal, 18, 6-27.

Torres-Rocha, J. C. (2017). High school EFL teachers’ identity and their emotions towards language requirements. Profile: Issues in Teachers’ Professional Development, 19(2), 41-55.

Torres-Rocha, J. C. (2019). EFL teacher professionalism and identity: Between local/global ELT tensions. HOW, 26(1), 153-176.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 41(4), 21-44.

Zuengler, J., & E. Miller (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40(1), 35–58.

Zuluaga Corrales, C. T., López Pinzón, M. M. and Quintero Corzo, J. (2009). Integrating the coffee culture with the teaching of English. Profile: Issues in Teachers´ Professional Development, 11(2), 27-42.

Zwisler, J. J. (2018). The effects of English as a foreign language learning on the perception and value of regional and national identity in Colombia: A cross-sectional study. Íkala, Revista de Lenguaje y Cultura, 23(2), 255-268.

Recibido 2022-07-07
Aceptado 2023-06-30
Publicado 2023-06-30