Resumo

RODRIGUEZ, Ángela. EFL Teachers’ Gendered Identity Constructions in their Doings, Sayings, and Relatings. Colomb. Appl. Linguist. J. [online]. 2022, vol.24, n.1, pp.105-118.  Epub 15-Set-2021. ISSN 0123-4641.  https://doi.org/10.14483/22487085.17903.

This article explores a feminist poststructuralist discourse analysis study carried out in a private University in Tunja, Boyacá, Colombia. This study intended to explore the relationship between two EFL university teachers’ pedagogical practices and their gendered identity constructions. Said practices were framed in the practice architectures of doings, sayings and relatings proposed by Kemmis at al. Some classes of the aforementioned teachers were video recorded within a period of two months. Subsequently significant moments framed by the research inquiry were identified from the transcripts of the videoed classes and fragmented in excerpts that were examined using the feminist poststructuralist discourse analysis framework. It was revealed that the practice architectures of doings, sayings, and relatings were sites for and outcomes of teachers’ gendered identity construction. Additionally, teachers’ gendered sayings, doings, and relatings were interweaved, juxtaposed, complemented, and contrasted sites where teachers performed different masculinities and femininities based on their capacities to adapt, resist, contest, and oppose to heteronormative and patriarchal discourses such as gender roles and normative masculine and feminine features. Those gendered constructions were identified as having possible consequences upon students’ English language leaning and gendered identity construction.

Palavras-chave : femininities; feminist poststructuralist discourse analysis; gender identities; femininities; masculinities; pedagogical practices; teaching practice architectures; doings; sayings; relatings.

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