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

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.