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Preservice English Teachers’ Conceptual Change About Interlanguage: Findings From Online Disciplinary Literacy Tasks

Year: 2026

Type: article

Abstract: This paper reports a case study of conceptual change about interlanguage. It aims to describe processes and factors of conceptual change in a group of 16 Mexican preservice English teachers. Phenomenography was the chosen method, with data collected through interviews and online disciplinary tasks via discussion forums. The results show that most participants experienced liminality (progress and regression) in conceptual change, with only three showing fuller conceptual change. Online written collaboration and reflection on prescriptivism and power issues in connection to interlanguage development seemed to drive conceptual change.

Source: PROFILE Issues in Teachers Professional Development

DOI: 10.15446/profile.v28n1.117239

Author: Rosa Isela Sandoval-Cruz

Institution: University of Quintana Roo

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W7125413567

FWCI:

Cites: 30

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