Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study

Stance is a key and problematic domain for effective English Academic Purposes (EAP) reading writing. Insufficient awareness of stance, cultural attitudes about it, poor teaching have been identified as underlying sources stance-related difficulties. Focusing on stance may thus be pivotal reading-to-write lens to improve academic literacy. However, few studies investigated pre-service teachers’ language ideologies different markers. The goal this paper describe the stance-focused conceptions group sixteen Mexican undergraduate teachers Foreign Language (EFL) who are also EFL learners. We used phenomenographic interviews analysis achieve goal. found three types conceptions: stylistic, critical, metaideological. less sophisticated stylistic most prevalent. Only two participants showed metaideological conceptions. Two were found: an ideology linguistic objectivity that dismisses all markers another values affect but first-person ones. These results imply should made aware argumentative epistemic functions diverse them circulate across national disciplinary contexts. In way, they deploy more effectively in their own literacy practices become EAP teachers.