<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322020000200435</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v25n02a05</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Rural English Language Teacher Identities: Alternative Narratives of Professional Success]]></article-title>
<article-title xml:lang="es"><![CDATA[Identidades de docentes rurales de inglés: narrativas alternativas de éxito profesional]]></article-title>
<article-title xml:lang="fr"><![CDATA[Identités des enseignants d&#8217;anglais en milieu rural : narratives alternatives de réussite professionnelle]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Arcila]]></surname>
<given-names><![CDATA[Ferney]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,EAN University School of Humanities and Social Sciences ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>435</fpage>
<lpage>453</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322020000200435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322020000200435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322020000200435&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article problematizes the notion of professional success in English language teaching as constructed in language policy in Colombia. This is done by examining one of the most underexplored social diversities in the field: rural schools. Stemming from a narrative study on how rural English language teachers configure their professional identities vis-à-vis the situated circumstances of their work settings and external pressures, this analysis shows that teachers&#8217; sense of professional success is negotiated in creative, complex, and multiple-although not always consistent-ways, which represent alternative constructions of good teaching to those promulgated in policy. It is argued, then, that a reconfiguration of the belief systems of what teachers should know and do is necessary.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo problematiza la noción de éxito profesional en la enseñanza del inglés, según se construye en la política lingüística en Colombia. Esto se hace examinando una de las diversidades sociales menos exploradas en el campo: las escuelas rurales. A partir de un estudio narrativo de cómo los profesores rurales de inglés configuran sus identidades profesionales en relación con las circunstancias situadas en sus entornos de trabajo y presiones externas, este análisis resalta que el sentido de éxito profesional de los maestros, aunque no siempre consistente, se negocia de manera creativa, compleja y múltiple, lo que representa construcciones de buena enseñanza alternativas a las promulgadas en la política. Se argumenta, entonces, que es necesaria una reconfiguración de los sistemas de creencias sobre lo que los maestros deben saber y hacer.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article traite de la notion de réussite professionnelle dans l&#8217;enseignement de l&#8217;anglais, tel que le conçoit la politique linguistique en Colombie. Ceci en examinant une des particularités sociales les moins traitées dans le domaine : les écoles rurales. En se basant sur l&#8217;étude de la construction de leur propre identité professionnelle par les professeurs rurales d&#8217;anglais, en relation avec les conditions situées de l&#8217;environnement de travail et les exigences extérieures, cette analyse souligne que le sentiment de réussite professionnelle des enseignants s&#8217;élabore de façons créatives, multiples et complexes, et pas toujours cohérentes, qui représentent une construction alternative aux bonnes pratiques de l&#8217;enseignement tel que défini par la politique. Je soutiens, alors, qu&#8217;une reconfiguration des systèmes de croyances sur ce que doivent savoir et faire les enseignants est nécessaire.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[language teaching]]></kwd>
<kwd lng="en"><![CDATA[rural teachers]]></kwd>
<kwd lng="en"><![CDATA[professional success]]></kwd>
<kwd lng="en"><![CDATA[teacher identity]]></kwd>
<kwd lng="en"><![CDATA[narratives, English teachers]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de lenguas]]></kwd>
<kwd lng="es"><![CDATA[profesores rurales]]></kwd>
<kwd lng="es"><![CDATA[éxito profesional]]></kwd>
<kwd lng="es"><![CDATA[identidad del profesor]]></kwd>
<kwd lng="es"><![CDATA[narrativas]]></kwd>
<kwd lng="es"><![CDATA[profesores de inglés]]></kwd>
<kwd lng="fr"><![CDATA[enseignement de langues]]></kwd>
<kwd lng="fr"><![CDATA[enseignants ruraux]]></kwd>
<kwd lng="fr"><![CDATA[réussite professionnelle]]></kwd>
<kwd lng="fr"><![CDATA[identité de l&#8217;enseignant]]></kwd>
<kwd lng="fr"><![CDATA[narratives]]></kwd>
<kwd lng="fr"><![CDATA[enseignants d&#8217;anglais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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