English as a lingua franca in language teacher education in Argentina: unpacking teacher educators’ voices
DOI:
https://doi.org/10.35588/ayr.v7i1.7383Keywords:
English as lingua franca, English language teacher education, duoethnography, conceptualisations, practicesAbstract
This duoethnographic study examines how two teacher educators in an Argentine English Language Teacher Education (ELTE) programme have constructed their understanding of English as Lingua Franca (ELF) and sought to align their curricula accordingly. Recent debates have increasingly focused on tensions between neoliberal and social justice agendas, particularly regarding conceptualizations of English and pedagogical responses to the rise of English as a global language. Despite the growing influence of ELF and EIL, traditional views continue to dominate both theory and practice (Marlina, 2018; Rosa, 2021). While research has heightened the need for ELF-informed curricula and teacher education (Crowther et al, 2024; Matsuda, 2017), there remains a gap in understanding how ELTE programmes concretely foster such engagement. Through reflective dialogue and narrative inquiry, the study provides evidence of two teacher educators’ epistemological and pedagogical shifts, institutional constraints, and the co-existence of diverse perspectives within the same programme. By centering educators’ voices and professional agency, this research contributes to emerging work on transformative ELF pedagogies and offers critical insights into the local enactment of global English paradigms in ELTE. The study also underscores the value of duoethnography in examining intra-institutional perspectives and practices.
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