Views of Language Education in Preservice Teachers Reflected in Their Graduation Projects

This paper presents a small-scale piece of educational critical research on the views of language education (LE) held by preservice foreign language teachers, as reflected in their graduation projects, which describe their pedagogical practices. The study aimed to characterize their perspectives on language teaching by analyzing 24 graduation projects (GPs) completed between 2018 and 2022 through quantitative content analysis. The results revealed a tendency toward romantic and active learning approaches grounded in cognitive models, a dominant perspective of language as discourse, and practices influenced by globalization. These findings align with the pedagogical framework of the program, which centers on sociocultural and reflective approaches, as well as a sociodiscursive view of the language. The study calls for an evaluation of this framework to strengthen an educational proposal that promotes social justice.