“Reading in English was Pleasurable": The Journey Toward Becoming L2 Readers Among Pre-Service Teachers in Chile

<p>This study investigates the English as a Foreign Language (EFL) reading trajectories of a group of 20 pre-service EFL teachers, enrolled in an English Language Teaching (ELT) programme in Chile, closely examining their early and current reading experiences in English. It aims to identify what factors influenced their decision to become EFL teachers and readers. Qualitative data were collected through 7 focus groups via Zoom and analysed through codebook thematic, narrative and discourse analyses. Findings reveal that sociopolitical and sociocultural factors, alongside beliefs concerning English as a lingua franca (LF), were key motivators. Three prominent narratives emerged: cultural and linguistic domination, experiences of reading at school, and a growing interest in reading in English. These narratives are subsumed into 2 main themes: the influence of globalisation and the internal drive to learn and read in EFL. Findings reveal a disconnection between participants’ EFL reading and teaching identities. The implications of this study highlight the impact of sociopolitical and sociocultural factors, alongside beliefs about English as LF, in shaping readerly and teaching identities in EFL. This study emphasises that pre-service and in-service EFL teachers serving as reading models are key to promoting interest in the language.</p>