Acento e identidad profesional en la formación del docente de inglés: Una perspectiva crítica

in this article, i argue that teachers′ professional identity is constructed through a constant process of participation and meaning negotiation in each community of practice. based on theories and research about identity and its impact on teachers′ self efficacy beliefs and how these beliefs influence the construction of professional identity, there is a need for teacher education programs to shift the paradigm to teach english as a foreign language. in learning english, prospective teachers should develop a critical language awareness that helps them understand that language carries an ideology. from this perspective, they need to be exposed to topics related to the native nonnative dichotomy, accent, and standard english to debunk these hegemony discourses that assign an inferior r status to nonnantive teachers who should also be recognized as legitimate models and speakers of the english language. due to the fact that such beliefs influence english teachers' professional identity and because identity is multiple and changes over time there is need to incorporate pedagogical experiences that contribute to construct a sense of professional identity so that teachers feel identified with their context and hold a multicultural perspective and ample credibility as legitimate speakers of english.