This article reports the results of a study whose purpose was to trace the configuration of professional subjectivities by analyzing the narratives of four Colombian non-native English speaking teachers in the framework of language policies. In this qualitative-narrative study we used written narratives and narrative interviews as instruments to collect data from the participants who work in different universities and schools in Colombia. Their stories were analyzed using short story analysis, and the results allowed us to identify a core category: Re-creating the self: An entangled, changeable and endless process which shows that the subjectivities are influenced by others, teachers go through processes of acceptance or rejection when configuring them, and knowledge and reflection play an important role.

<p class="normal"><span>This study analyzes the online, peer-peer dialogue between two groups of nonnative English-speaking teachers who are attending graduate programs in Colombia and the United States. Framed by the theoretical concepts of critical pedagogy and global professional identity, a qualitative analysis of the data shows that their expert vs. novice roles played a significant part in shaping their positions on the four themes that they discussed: the role of English language teaching in the global world, institutional constraints on teachers, whose culture to teach, and linguistic diversity in the classroom. This study highlights the responsibility of teacher education programs to cultivate healthy nonnative English speaker teachers’ professional identities given the global complexities that continue to unfold around these teachers.</span></p><p class="normal"><span>En este estudio se analiza el diálogo en línea entre profesores de inglés no nativos, estudiantes de maestría en Colombia y Estados Unidos. El estudio se sustentó en pedagogía crítica e identidad profesional global. El análisis de los datos muestra que los roles experto/novato jugaron un papel relevante en las posiciones que los participantes asumieron con relación a cuatro temas: el papel de la enseñanza del inglés en el mundo global, las limitaciones institucionales sobre los docentes, qué cultura enseñar, y la diversidad lingüística en el salón. Este estudio señala la responsabilidad de los programas de formación docente en promover un desarrollo saludable de la identidad profesional de los profesores no hablantes nativos, dadas las complejidades globales a las que se enfrentan.</span></p>

The application of Vygotskian ideas is not new to education, research studies abound reporting various ways in which they can be applied. But in the particular field of Second Language Acquisition a Vygotskian approach is rather new, with the first studies dating from about mid 1990s. In this article I discuss one Vygotskian concept, mediation, and report on some research studies that have been framed in this concept. I found that the studies surveyed could be grouped according to the type of mediation, therefore three categories emerged: Mediation by dialoguing with one self, Mediation by dialoguing with the other, and mediation through technology.

This article reports the results of an introspective research conducted by a student-teacher and her advisor. Both met regularly over a period of one year and a half as part of the student-teacher academic work for the Research I class. As a result of their conversation the student-teacher and her advisor decided to document the former's experience during her teaching practicum as she was trying to implement an innovation using m-learning in a public school in Bogotá. The analysis of data (narrative introspection, introspective interview, and lesson plans) shows that the student-teacher lived her teaching practicum within dichotomies in three dimensions we named negotiating between epistemologies, making up for logistic/technological flaws, and mending the self: between frustration and achievement.

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