<?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>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412019000100071</article-id>
<article-id pub-id-type="doi">10.14483/22487085.14086</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Identity of foreign language pre-service teachers to speakers of other languages: insights from Brazil and Chile]]></article-title>
<article-title xml:lang="es"><![CDATA[Identidad de los profesores que enseñan inglés a estudiantes hablantes de otros idiomas: perspectivas de Brasil y Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Archanjo]]></surname>
<given-names><![CDATA[Renata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barahona]]></surname>
<given-names><![CDATA[Malba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Finardi]]></surname>
<given-names><![CDATA[Kyria Rebeca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Viña del Mar ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Federal University of Espirito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412019000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412019000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412019000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs-two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers&#8217; identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher&#8217;s role and language proficiency.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es examinar la identidad de los profesores de idiomas extranjeros (IE) en formación situados en dos contextos: Brasil y Chile. Con ese objetivo, se utilizó una metodología de estudio de caso múltiple para investigar la identidad de profesores de idiomas extranjeros en formación en tres contextos diferentes-dos en Brasil y uno en Chile. El análisis se centró en tres temas principals: las identidades emergentes, el papel del dominio de la lengua extranjera y la práctica pedagógica como un espacio de mediación para desarrollar la identidad docente. Los resultados de los dos primeros estudios de caso realizados en Brasil sugieren que la identidad docente de IE se ve afectada por las percepciones y creencias de profesores sobre la competencia lingüística y el nivel de proficiencia. El estudio de caso realizado en Chile confirmó que la identidad de los profesores oscila entre identificarse como estudiantes y como profesores. En general, los resultados del estudio apuntan a la conclusión de que la identidad del profesores de IE se ve afectada por las nociones de legitimación del rol y el nivel de proficiencia del IE.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[foreign language teachers]]></kwd>
<kwd lng="en"><![CDATA[speakers of other languages]]></kwd>
<kwd lng="en"><![CDATA[teacher identity]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="es"><![CDATA[identidad docente]]></kwd>
<kwd lng="es"><![CDATA[profesores de idiomas extranjeros]]></kwd>
<kwd lng="es"><![CDATA[hablantes de otros idiomas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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