This article draws upon a 10-month study of core French as a second language (FSL) teachers to explore the professional identities that are produced in their work. Adopting rhizoanalysis and the Deleuzian concept of becoming, this article positions the ways in which these teachers both affect and are affected by the multiple material and…

This autoethnographic study explores how the subjectively experienced ecological context of a rural Chinese EFL teacher facilitates the evolution of her teacher identity across three distinct phases. The focus is on examining the teacher's transformation from a reality dissident to a realist, and ultimately to a pioneering educator while analyzing…

Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work…

The continued spread of Western ideology, English as a lingua franca, and the myth of the native speaker all play a role in the racialisation of language teaching (Phillipson, R. 1992. "Linguistic Imperialism." Oxford: Oxford University Press; Ramjattan, V. A. 2019. Raciolinguistics and the aesthetic labourer. "Journal of Industrial…

In recent decades, a growing interest in studies of teacher identity in the field of English as a second language (ESL) teacher education research has developed. In order to better understand issues in teacher education, researchers need to explore how teacher identities are developed through the negotiations of their experiences. This study…

This study, conducted in Iran, examined English teachers' experience of authenticity, as the performative dimension of authentication, through a conceptual framework revolving around Durchsichtig (seeing through) and Handeln (action). Data were collected via big and small stories, and were hermeneutically analysed. Authenticity was seen through…

This longitudinal study examined how an English for Specific Purposes (ESP) teacher transformed her teacher identity over time. Hinging on the close relationship between teaching and identity construction, this study was grounded on the notion that teaching a language is becoming a person who teaches it (Benson, 2017). Data were collected through…

Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are…

This study explored the perceptions of professional identity among three English teachers from diverse academic disciplines at a Korean university. The teacher participants were chosen based on their diverse sociocultural and academic backgrounds that created a small yet diverse sample of cases. Furthermore, each of them possessed a minimum of 10…

As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a Lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity.…

Using cognitive dissonance theory, this collective case study examines professional identity tensions in three international preservice teachers from a graduate TESOL program in South Korea (Korea hereafter). Reflective journals, interview transcripts, admission essays as well as participant-produced drawings were analyzed. Additionally,…

As of 2024, nearly three decades have passed since Bonny Norton introduced the investment model. This bibliometric review analyses research on this model using metadata from 424 publications indexed in the Web of Science database. Employing bibliometric techniques, the study identifies and visually presents significant sources, countries,…

This book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys…

This study was an inquiry to investigate English for Specific Purposes (ESP) teachers' transitional experiences in the third space. To that end, 17 ESP teachers wrote autobiographical narratives focusing on their critical challenges in the third space and their approaches to dealing with them. The narratives were analyzed using Creswell's (2007)…

This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243-262, 2021, https://doi.org/10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European…