This article examines how female L1-Japanese professors who teach Japanese language and culture on U.S. campuses present their identity in interviews. An analysis of their narratives reveals that they employed various tactics of intersubjectivity, and presented themselves in complex and strategic ways. Their multiple grounds of identity (e.g.,…

Given the need to explore the nature of language teacher educator (LTE) identities, this duoethnography centers the identity journeys of three language teacher educators--Lu, Yuseva, and Zhenjie--as they evolved together and in dialogue with their advisor, Francis. To this end, they began with the central identity task, the Language Use…

The developing status of the Omani higher education has made this sector subject to both national and global influences. Such influences created inconsistencies between the demands of the local context and those of the increasingly globalizing context, which resulted in a nationally diverse faculty body. This paper draws on the Social Identity…

Growing interest in international teaching programs has produced a surge of research on international language teaching (Menard-Warwick, 2008). However, there are relatively few studies on the international teaching experiences of native English-speaking teachers of color regarding their racial identity. To fill this gap, this longitudinal…

The purpose of this mixed methods study was to understand how context may shape multiple goal negotiation. Prior research has focused on identifying variables that influence goal pursuit in general, but little attention has been given to how these principles operate in different circumstances. This study adopted the Dynamic Systems Model of…

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder…

The privileging of French and English in Canada has led to an official language policy that minimizes the country's long-established multilingual realities in favour of a socio-politically constructed linguistic and cultural duality. The impact of this policy directly shapes the linguistically diverse yet monoglossically constructed French…

The study investigates the metaphorical images of English teachers formulated by English for Academic Purpose (EAP) teachers and postgraduate students in a Chinese Sci-tech University. Student Participants (n = 171) and teacher participants (n = 51) completed questionnaires including the metaphor-eliciting prompts to express their perceptions of…

This longitudinal case study describes a male Korean English teacher's identity development during two years of compulsory military service. An "investment and imagined communities" framework undergirded the thematic analysis of emails, mobile messaging, and casual conversations. Three recursive themes emerged: English user, researcher,…

This study contributes to the Global Southern epistemological debates on the professional identity negotiations of Global-North-educated English as a Foreign Language (EFL) instructors. Using semi-structured interviews, the study analyses how two Saudi Arabian EFL instructors, during their PhD studies in the United States, and upon their return…

Preservice teachers need to be prepared to meet the diverse linguistic and cultural needs of their students in terms of both their content and language learning. One way they can support multilingual students is using students' home language in the classroom, regardless of whether the preservice teacher speaks the language or not. Biliteracy and…

In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL…

Recent research has studied teacher emotions vis-à-vis teachers' learning, practice, and identity development and called for teacher-learning practices to include an intentional focus on emotions. Responding to this call, I designed a teacher-learning activity called 'critical autoethnographic narrative' (CAN). I coached teacher candidates (TCs)…

While numerous training models aim to empower teachers by positioning them as active participants with agency and freedom, they often fall short in providing opportunities for training that seamlessly incorporates both the participants' own language and English. In this study, we used loop input (process and content aligned) in two languages that…

Metaphors are powerful windows to gain insight into EFL teachers' professional identity constructions. This study examined 33 Chinese EFL student teachers' (STs) self-generated metaphors about teaching before and after their student teaching. Before their teaching practicum experience, they were: (a) optimistic, but had naïve perceptions about…