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

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Title: Preservice English Teachers' Conceptual Change About Interlanguage: Findings From Online Disciplinary Literacy Tasks.
Alternate Title: Cambio conceptual sobre la interlengua en profesores de inglés en formación: hallazgos en tareas de alfabetización disciplinar.
Authors: Sandoval-Cruz, Rosa Isela1 rosa.sandoval@uqroo.edu.mx
Source: Profile: Issues in Teachers' Professional Development. Jan-Feb2026, Vol. 28 Issue 1, p73-87. 15p.
Subject Terms: *Interlanguage (Language learning), *Student teachers, *Evaluation methodology, *Association of ideas, *Phenomenography, Liminality, Paradigm (Theory of knowledge)
Abstract (English): 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. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Este artículo presenta un estudio de caso de cambio conceptual sobre la interlengua. Se describen los procesos y factores de cambio conceptual en un grupo de 16 profesores mexicanos de inglés en formación. Se utilizó el método fenomenográfico, con datos recolectados mediante entrevistas y tareas de literacidad disciplinar en forma de foros de discusión en línea. Los resultados muestran que la mayoría de los participantes experimentaron liminalidad (progreso y regresión) en el cambio conceptual; solo tres evidenciaron un cambio conceptual más completo. La colaboración virtual por escrito y la reflexión sobre el prescriptivismo y el poder en relación con el desarrollo de la interlengua impulsaron el cambio conceptual. [ABSTRACT FROM AUTHOR]
Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
An: 191124669
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Preservice English Teachers' Conceptual Change About Interlanguage: Findings From Online Disciplinary Literacy Tasks.
– Name: TitleAlt
  Label: Alternate Title
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  Data: Cambio conceptual sobre la interlengua en profesores de inglés en formación: hallazgos en tareas de alfabetización disciplinar.
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  Data: <searchLink fieldCode="AR" term="%22Sandoval-Cruz%2C+Rosa+Isela%22">Sandoval-Cruz, Rosa Isela</searchLink><relatesTo>1</relatesTo><i> rosa.sandoval@uqroo.edu.mx</i>
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  Data: <searchLink fieldCode="JN" term="%22Profile%3A+Issues+in+Teachers'+Professional+Development%22">Profile: Issues in Teachers' Professional Development</searchLink>. Jan-Feb2026, Vol. 28 Issue 1, p73-87. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Interlanguage+%28Language+learning%29%22">Interlanguage (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Association+of+ideas%22">Association of ideas</searchLink><br />*<searchLink fieldCode="DE" term="%22Phenomenography%22">Phenomenography</searchLink><br /><searchLink fieldCode="DE" term="%22Liminality%22">Liminality</searchLink><br /><searchLink fieldCode="DE" term="%22Paradigm+%28Theory+of+knowledge%29%22">Paradigm (Theory of knowledge)</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Este artículo presenta un estudio de caso de cambio conceptual sobre la interlengua. Se describen los procesos y factores de cambio conceptual en un grupo de 16 profesores mexicanos de inglés en formación. Se utilizó el método fenomenográfico, con datos recolectados mediante entrevistas y tareas de literacidad disciplinar en forma de foros de discusión en línea. Los resultados muestran que la mayoría de los participantes experimentaron liminalidad (progreso y regresión) en el cambio conceptual; solo tres evidenciaron un cambio conceptual más completo. La colaboración virtual por escrito y la reflexión sobre el prescriptivismo y el poder en relación con el desarrollo de la interlengua impulsaron el cambio conceptual. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.15446/profile.v28n1.117239
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        Text: English
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        PageCount: 15
        StartPage: 73
    Subjects:
      – SubjectFull: Interlanguage (Language learning)
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Evaluation methodology
        Type: general
      – SubjectFull: Association of ideas
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      – SubjectFull: Phenomenography
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      – SubjectFull: Liminality
        Type: general
      – SubjectFull: Paradigm (Theory of knowledge)
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      – TitleFull: Preservice English Teachers' Conceptual Change About Interlanguage: Findings From Online Disciplinary Literacy Tasks.
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              M: 01
              Text: Jan-Feb2026
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              Y: 2026
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