Resumo

TORRES-ROCHA, Julio César. High School EFL Teachers' Identity and Their Emotions Towards Language Requirements. profile [online]. 2017, vol.19, n.2, pp.41-55. ISSN 1657-0790.  https://doi.org/10.15446/profile.v19n2.60220.

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers' familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers' trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers

Palavras-chave : English as a foreign language; language policy; language requirements; teacher identity; teacher emotions.

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