Study on Discourse Expression of Teachers' Language Attitudes from the Perspective of Narrative Analysis

English as a Barrier to Conducting Academic Studies: Teachers’ Lived Experiences of Research Stigma

This qualitative phenomenological study examined how English functions as a barrier to teachers’ participation in academic research and how that experience contributes to research stigma. Guided by Linguistic Hegemony Theory and Sociocultural Theory, the inquiry focused on the linguistic, structural, syntactic, psychological, and institutional dimensions of research writing and presentation in English. Fifteen teachers from the San Juan West and East sub-offices in San Juan, Batangas were purposively selected based on prior participation in research initiatives and experience with school- or classroom-based research. Data were generated through semistructured, in-depth interviews and analyzed using Colaizzi’s seven-step descriptive phenomenological method. Four interrelated themes emerged: English as a psychological and linguistic barrier; linguistic, structural, and syntactic challenges in academic writing; adaptive coping strategies in academic writing; and promoting an inclusive research culture. Participants described anxiety, fear of grammatical errors, difficulty selecting academic vocabulary, sentencelevel and discourse-level problems, uncertainty in organizing ideas, and hesitation toward research presentation and publication. They responded through outlining, reading scholarly articles, peer feedback, writing practice, and appropriate digital language tools. Participants further emphasized the need for academic-writing workshops, mentoring, language assistance, and a school culture that evaluates research primarily for the quality and relevance of ideas rather than English accuracy alone. The study generated the Teacher Research Empowerment Program (TREP), a three-day academic-writing and research-confidence intervention with year-round mentoring intended to reduce research stigma and strengthen teacher participation in research.

(De)coloniality of time in teacher education: discussing narratives of language practicum experiences

ABSTRACT This paper aims to discuss time in the context of language teacher education from a critical and decolonial perspective. The methodology is centered on the analysis of narratives and informed by the understanding that narrating is a political act that allows us to make sense of social life. Based on thematic analysis, written narratives by two undergraduate students in a Language and Literature program at a public university were examined according to three thematic axes. The analyses highlighted these students’ adversities in academic life resulting from demands of productivism, which may produce oppressive ways of experiencing time. Thus, we discuss the need for different paths of teacher education in the scenario of practicum experiences, which are more coherent with the real possibilities teachers face, paths that may escape from the time imperative shaped by colonial, capitalist, and neoliberal logics, which are hinged on efficiency and productivism.

Language AND Social Identity Among Iraqi University Students

Diving Into Language Teacher Beliefs: Experience and Contexts in Plurilingual Classrooms

This study investigates the pedagogical beliefs of French and English language teachers in a diverse, plurilingual context. Drawing on data from 57 pre‐service and in‐service teachers, it examines how beliefs vary according to teaching experience and target language (TL) taught in diverse educational settings. Data were collected through an online questionnaire and follow‐up focus groups. Questionnaire responses were analyzed descriptively and statistically, while focus group data underwent thematic coding. Overall, participants supported meaning‐oriented and communicative approaches, with openness to plurilingual strategies. Notable variations emerged: novice teachers were more receptive to learner‐centered and plurilingual practices, whereas experienced teachers favored a more balanced approach integrating form and meaning. Beliefs about pronunciation, reading, and the use of learners’ first languages also differed based on language taught and teaching context. These findings point to the importance of differentiated professional development that reflects teachers’ profiles and realities, recognizing the diverse beliefs they bring into increasingly plurilingual classrooms.

Between Recognition and Hierarchy: Linguistic Diversity in Pre-service Teachers´Lesson Plans

This working paper examines how a guided classroom project reveals pre-service teachers’ understandings of linguistic diversity and sociolinguistic inequality. Conducted in a Sociolinguistics course at a teacher education institution in Bogotá, Colombia, the research analyses 11 lesson plans as situated pedagogical artifacts. Using qualitative thematic analysis with variationist and critical sociolinguistics frameworks, the study identifies patterns in the representation of linguistic diversity, the ways issues of language-based conflict and discrimination are addressed, and the pedagogical framing of language varieties. Findings reveal that pre-service teachers view linguistic diversity as a systematic and rule-governed process as well as a phenomenon linked to heritage, identity, and social inclusion. While most lesson plans move toward legitimizing ‘nonstandard’ varieties and addressing discrimination, some lesson plans reinforce hierarchical ideologies. The analysis also reveals a need for deeper engagement with the sociohistorical roots of stigma to avoid naturalizing inequality. The study concludes that lesson plans are useful analytic tools for revealing ideological positioning and highlights the need for a pedagogy in teacher education based on justice and transformation that validates linguistic diversity as a right.

JOURNAL OF COMMUNICATION, LANGUAGE AND CULTURE

Public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority, demonstrating how public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority.