Based on research carried out with under-graduate Letters students, we aim at understanding their concepts of learning and teaching, as well as of language in order to plan actions in the University education process. Implied in this practical purpose, this contribution further discusses the role of language (Vygotsky, 1994; Smolka, 2000; Rossetti-Ferreira; Amorim; Silva, 2004), narrative (Bruner, 2002) and memory (Middleton; Brown, 2005) in the constitution of professional identity (Vieira, 1999) of future teachers of English. The linguistic analysis counts on the instrumental support of Systemic Functional Linguistics principles (Martin; Rose, 2003).
educators development; language; memory; critical reflection