Theory and Practice in Second Language Teacher Identity: Researching, Theorising and Enacting (Educational Linguistics, 57)

This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English. What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? And how have they dealt with the extra-burden imposed by the pandemic? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide. ― Prof. Claire Kramsch, University of California, Berkeley, USA. The way we see ourselves and are seen by others influences our social and professional interactions. Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes thetopic of this book extremely important. With chapters located in a wide range of countries – from USA to Australia via UAE, Thailand and others – and drawing on a variety of research methods, the book synthesizes extant research and develops many new research avenues. It does so not only with theory in mind but with practical lessons for teachers and teacher educators and thus becomes an essential volume for our libraries and studies. ― Prof. Michael Byram, University of Durham, UK. In this compelling collection, co-edited by Karim Sadeghi and Farah Ghaderi, the authors address key questions about language teacher identity in contemporary applied linguistics: What is the relationship between language teacher identity and language teacher agency? To what extent does ideology impact language teacher identity? How do language teachers navigate an increasingly globalized and unequal world? Authors from different regions of the world draw on diverse methodologies to share insightful research on both pre-service and in-service language teacher identity, making an important contribution to applied linguistics and TESOL at a time of great social and educational change. ― Prof. Bonny Norton (FRSC), University Killam Professor and Distinguished University Scholar, University of British Columbia, Canada. “Theory and Practice in Second Language Teacher Identity” captures recent thinking about language teacher identity. The broad array of excellent chapter contributions explores multiple dimensions of identity, from teacher agency and emotions to the disruptive effects of the Covid pandemic on teachers’ professional lives and practices. The studies draw on a number of theoretical perspectives and demonstrate the use of both familiar and innovative research methodologies. The relevant topics, the up-to-date bibliographic sources, and the useful research findings make this edited volume an essential addition to your bookshelf. ― Prof. Gary Barkhuizen, University of Auckland, New Zealand. Foreword Conclusions References Acknowledgments Contents About the Editors Chapter 1: Introduction to Research and Practice in Second Language Teacher Identity 1.1 Introduction 1.2 Research on Teacher Identity 1.3 The Structure of the Book References Part I: Theoretical Stances Chapter 2: Second Language Teacher Identity: A Systematic Review 2.1 Introduction 2.1.1 Extant Literature 2.1.2 Purpose of the Study 2.2 Method 2.2.1 Data Collection 2.2.2 Inclusion/Exclusion Criteria 2.2.3 Characteristics of Articles 2.3 Results 2.4 Discussion 2.4.1 Implications 2.5 Conclusion References Chapter 3: Local English Teacher Identities in a Globalized Economy 3.1 Influences on Identity Formation: The English Language, Globalization and Education 3.2 Influences on Identity Formation: The English Language and the Thai Education System 3.3 Teachers, Schools and `Thainess ́ as an Identity Marker 3.4 Experiences of English Teachers and Teaching in Thai Schools 3.5 Conclusion References Chapter 4: Identity Formation in Beginning English Teachers 4.1 Introduction 4.2 The English Teacher in English Schools 4.3 Identity and the Beginning English Teacher 4.4 Transitions Through Social Situations of Development 4.5 The Mediation of Learning in ITE 4.6 Conclusion References Chapter 5: Second Language Teacher Identity: A Synthesis of Reflections from Applied Linguists 5.1 Introduction 5.2 Literature Review 5.2.1 Definition of Language Teacher Identity 5.2.2 Social, Cultural, and Political Factors Influencing the Construction of Teacher Identity 5.2.3 Second Language Teacher Identity in One ́s Specialized Field in Applied Linguistics 5.3 Methodology 5.4 Findings 5.4.1 Definition of Language Teacher Identity in Terms of the Four Approaches and Perspectives 5.4.2 The Impact of Social, Cultural, and Political Factors in Influencing the Construction of Teacher Identity 5.4.3 The Relevance of Second Language Teacher Identity in One ́s Specialized Field 5.4.4 Future Directions for Teacher Identity Research in Various Specializations in Applied Linguistics 5.5 Discussion 5.6 Conclusion References Chapter 6: Understanding Language Teacher Agency 6.1 Background 6.2 The Slippery Concept of Agency 6.2.1 The Self and Agency 6.2.2 Agency as a Social Construction 6.2.3 Time and Attention 6.3 Language Teacher Agency 6.4 Meaningfulness and LTA 6.4.1 Darvin and Norton ́s Model of Investment 6.4.2 Meaningfulness in the Case of Sarah 6.5 Engagement and LTA 6.5.1 Engagement in the Case of Sarah 6.6 Conclusion References Chapter 7: An Arts-Informed Teacher Identity for Intercultural Language Teaching 7.1 Introduction 7.2 Planning for Accomplished Teachers to Teach Interculturally and Communicatively 7.3 Culture and an Intercultural Competence 7.4 Languages and the Arts: Interpretive Zones 7.5 Artmaking and `Languaging ́ as Sensemaking for Mediating Meaning 7.6 Languages, the Arts and an Arts-Informed Language Teacher Identity 7.7 Conclusion References Part II: Identity Development of Pre-service L2 Teachers Chapter 8: Learning to Teach: A Discursive Construction of Pre-service EFL Teachers ́ Identities 8.1 Introduction 8.2 Language Teacher Identity 8.2.1 Pre-service Teacher Identity 8.2.2 The Discursive Construction of Teacher Identity 8.3 The Study 8.3.1 The Context 8.3.2 Data and Analysis 8.4 Findings 8.4.1 Developing Pedagogical Knowledge 8.4.2 Establishing Authority Through Exercising Agency 8.5 Conclusions and Implications Appendix Transcription Conventions References Chapter 9: Co-constructing Intercultural Identity in the Work-Integrated Learning: Pre-service TESOL Teachers ́ Professional De... 9.1 Introduction 9.2 Literature Review 9.2.1 Intercultural Identity 9.2.2 Work-Integrated Learning 9.2.3 Teacher Professional Development 9.3 Methodology 9.3.1 Participants 9.3.2 Data Collection 9.3.3 Data Analysis 9.4 Constructing Intercultural Identity Through WIL 9.4.1 Meeting the Online Teaching and Learning Challenges 9.4.2 Demonstrating Intercultural Empathy 9.4.3 Collaborative Teaching as Professional Development 9.5 Conclusion References Chapter 10: Teacher Identity and Investment: First Year Language Teacher Students Investing in Their Future Profession 10.1 Introduction 10.2 Identity and Investment 10.3 Envisioning as an Aspect in Identity Construction 10.4 Method 10.4.1 Context and Participants 10.4.2 Data Collection 10.4.3 Orientations to Future Profession as a Point of Reference for the Present Study 10.4.4 Data Analysis 10.5 Findings 10.5.1 Factors Facilitating and Hindering the Envisioned Professional Futures: Different Types of Investment 10.5.2 Investment in Relation to the Orientation to Work 10.6 Discussion 10.7 Conclusion References Chapter 11: Language Teacher Educator ́s Identity Work in Using Critical Autoethnography as a Teacher-Learning Activity 11.1 Introduction 11.2 An Identity-Oriented Teacher Learning Activity: Critical Autoethnographic Narrative (CAN) 11.3 A Theoretical Lens to Identity Work: Ethical Self-Formation 11.4 Zeroing in on My Identity as a Teacher Educator 11.4.1 Substance of Teacher Educator Identity 11.4.2 Authority Sources of Teacher Educator Identity 11.4.3 Self-Practices of Teacher Educator Identity 11.4.4 Telos of Teacher Educator Identity 11.5 Until I Retell My Story References Chapter 12: Learning to Become an English Language Teacher: Examining Professional Identities of a Chinese ESL Teacher Candida... 12.1 Introduction 12.2 Language Teacher Identity 12.3 Methodology 12.3.1 Participant Selection 12.3.2 Data Collection 12.3.3 Data Analysis 12.4 Stories from Mei 12.4.1 Learning English as an Empowering Language 12.4.2 Wanting to Become an English Language Teacher 12.4.3 Constructing Identity as a NNEST in TESOL Program 12.4.4 Agency to Address the Needs of ELLs 12.4.5 Acknowledging Her Competence as a NNEST 12.5 Discussion 12.6 Implications for Language Teacher Education References Part III: Pandemic, Technology, and In-service L2 Teacher ́s Identity Development Chapter 13: `Becoming More of a Fairy Godmother Type of Teacher ́: Teacher Identity Negotiation in a Time of Pandemic 13.1 Introduction 13.2 Identity Theory 13.3 The Practical Context 13.4 The Impact of Covid-19 on ELICOS Teacher Identity 13.4.1 Identity Negotiation in the Social Domain 13.4.2 Identity Negotiation in the Cognitive Domain 13.4.3 Identity Negotiation in the Emotional Domain 13.5 Discussion 13.6 Conclusion References Chapter 14: Novice Teachers ́ Technology Integration and Professional Identity Reframing in the Chinese as an Additional Langua... 14.1 Introduction 14.2 Literature Review 14.2.1 Teacher Development in Technology Integration 14.2.2 Technology Integration and Teacher Identity 14.3 Methodology 14.3.1 Research Context and Participants 14.3.2 Data Collection 14.3.3 Data Analysis 14.4 Findings 14.4.1 Changes in Technology Integration Over Time 14.4.2 Technology Integration and Teacher Identities 14.5 Discussion 14.6 Conclusion References Chapter 15: Tasha ́s Story: An Account of Transnational Black American Language Teacher Identity 15.1 Introduction 15.2 Review of Relevant Literature 15.3 Research Question, Methodology, and Research Setting 15.3.1 Abu Dhabi Education Council ́s Public Schools 15.4 Tasha ́s Story 15.5 Findings 15.5.1 Professional Transitions 15.5.2 Personal Transitions 15.5.3 Contextual Transitions 15.6 Discussion and Concluding Thoughts References Chapter 16: Revisiting Past Selves: Race, Gender and the Dynamic Nature of Language Teacher Identity 16.1 Introduction 16.2 Teacher Identity, Gender, and Age 16.3 Teacher Identity, Native-Speakerism, and Race 16.4 Methodology 16.5 Duoethnography 16.6 Reflective Narratives 16.7 Findings 16.7.1 Example 1: Minoritised Status in the Workplace 16.7.2 Example 2: Racial Privilege 16.7.3 Example 3: Student-Teacher Interaction 16.8 Conclusion References Chapter 17: Exploring Modern Language Teachers ́ Professional Identity Through Visual Self-Representations of Professional Life... 17.1 Introduction 17.2 Context of the Research 17.2.1 Participants 17.3 Methodology 17.3.1 Narrative Inquiry Through Graphic Representations and Keywords 17.4 Data Collection and Analysis 17.5 Interpretation and Analysis of Findings 17.5.1 The Metaphor of the Journey 17.5.2 Professional Development and Teaching Career 17.5.3 Emotions and Feelings 17.5.4 Critical Incidents 17.5.5 Keywords 17.6 Conclusions References Chapter 18: The Interplay of Ecological Influences in Language Teacher Identity and Agency Negotiation 18.1 Introduction 18.2 Literature Review 18.3 Methodology 18.3.1 Participants 18.3.2 Data Collection and Analysis 18.4 Identity and Agency Negotiation in Teacher Narratives 18.4.1 Agnes 18.4.1.1 A Language Explorer 18.4.1.2 An Immigrant Advocate 18.4.1.3 An Empowering Educator 18.4.2 Mary 18.4.2.1 A Social Justice Activist 18.4.2.2 A Disheartened Educator 18.4.3 Sebastian 18.4.3.1 A Lifelong Learner 18.4.3.2 A Cautious and Creative Teacher 18.5 Discussion 18.6 Conclusion References Chapter 19: Understanding Positional Identities of ESL Teachers in Response to Identity Conflicts Through an Analysis of Emoti... 19.1 Introduction 19.1.1 Theoretical Concepts 19.2 Literature Review 19.3 Methods 19.3.1 Participants and Context 19.3.2 Data Collection 19.3.3 Data Analysis 19.4 Findings 19.4.1 Positional Dissonance Due to Privilege and Experience(s) 19.4.2 Occupying Invisible Positional Identities: Cultural Relationships 19.4.3 Becoming an Agentic Self: Seeking Collective Agency and Emotional Support 19.5 Discussion and Implications 19.6 Conclusion Appendices Appendix 1: Identities Reflected in the Scenario Prompts Appendix 2: Sample Scenario from Written Interview Prompts References Chapter 20: The Development of EFL Teachers ́ Identity Through Forming Visions 20.1 Introduction 20.2 Theoretical Framework 20.3 Empirical Background 20.4 Methodology 20.4.1 Context and Participants 20.4.2 Instruments 20.4.3 Data Collection and Analysis 20.5 Findings 20.5.1 Vision Formation Challenges 20.5.2 Vision Trajectories 20.5.3 Vision Enhancement Strategies 20.6 Discussion 20.7 Conclusion References Afterword: Second Language Teacher Identity and More References This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English.What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? And how have they dealt with the extra-burden imposed by the pandemic? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide. — Prof. Claire Kramsch, University of California, Berkeley, USA.The way we see ourselves and are seen by others influences our social and professional interactions. Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes thetopic of this book extremely important. With chapters located in a wide range of countries – from USA to Australia via UAE, Thailand and others – and drawing on a variety of research methods, the book synthesizes extant research and develops many new research avenues. It does so not only with theory in mind but with practical lessons for teachers and teacher educators and thus becomes an essential volume for our libraries and studies. — Prof. Michael Byram, University of Durham, UK.In this compelling collection, co-edited by Karim Sadeghi and Farah Ghaderi, the authors address key questions about language teacher identity in contemporary applied linguistics: What is the relationship between language teacher identity and language teacher agency? To what extent does ideology impact language teacher identity? How do language teachers navigate an increasingly globalized and unequal world? Authors from different regions of the world draw on diverse methodologies to share insightful research on both pre-service and in-service language teacher identity, making an important contribution to applied linguistics and TESOL at a time of great social and educational change. — Prof. Bonny Norton (FRSC), University Killam Professor and Distinguished University Scholar, University of British Columbia, Canada.“Theory and Practice in Second Language Teacher Identity” captures recent thinking about language teacher identity. The broad array of excellent chapter contributions explores multiple dimensions of identity, from teacher agency and emotions to the disruptive effects of the Covid pandemic on teachers'professional lives and practices. The studies draw on a number of theoretical perspectives and demonstrate the use of both familiar and innovative research methodologies. The relevant topics, the up-to-date bibliographic sources, and the useful research findings make this edited volume an essential addition to your bookshelf.&nb