El discurso del profesor de inglés universitario como instancia de develación de su mundo cognitivo

abstract this paper approaches the linguistic and pedagogical beliefs that underlie a group of 30 university teachers？ discourse about their role in the english teaching and learning process in college. through a qualitative methodology, two semi-structured interviews and autobiographical journals are used to gather the data that is analyzed and triangulated by the structural content analysis technique and the atlasti software. seventeen categories and their corresponding subcategories are structured to unravel profoundly the teachers？ role in the english teaching and learning.