Speaking of language policy and teacher education: Teachers’ voices draw their own portraits

Abstract

This article presents a qualitative research study about English teachers’ experiences in the in-service education programs offered within the framework of the National Program of Bilingualism in Antioquia, Colombia. This project is part of a multiple case study research. In the findings the four narrative portraits of every one of the teachers tell about their experiences and the way they relate to the in-service education strategies, also these portraits depict their presence, voices, and journeys along the implementation of the language policy. These in turn reflect the complex relation among bilingual policies, agents and the context where they take place.