Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers' multiple identities as well as their construction processes in various educational contexts. However, despite the fruitful findings, the dominance of researchers' perspectives and the contextual constraints faced…

This study investigated the relationship between self-perceived personality and self-perceived teacher identity (TI). With a mixed-method approach, we collected both quantitative (N=214) and qualitative data (N=30) to examine the relationship between TI and personality traits. Quantitative data were collected using the Big Five Personality Traits…

Although a considerable amount of research on the anxiety experienced by foreign and second language (L2) learners has accumulated over recent years, it appears that the anxiety experienced by L2 preservice teachers has been overlooked. To address this gap, this study investigated the anxiety encountered by preservice English as a foreign language…

Increased global migration and a myriad of other social and political factors has made today's universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching.…

Many second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs…

Identities are fluid, dynamic, and contextual; and identity (co)construction is a deeply contextualized process, especially when seen through postmodern and poststructural lenses. Adopting a qualitative-researcher-as-bricoleuse stance, the author presents an overarching autoethnographic narrative where she specifically analyzes three critical,…

This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini…

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.,…

As the number of international students in the United States increases, many researchers show interest in understanding how international students adapt to the local society and what factors influence this process. Cultural identity and language proficiency, as two important factors for international students in adaptation, cannot be ignored. The…

To counter ongoing NES/NNES, NEST/NNEST dichotomies and the essentializing of NNESs (Ellis, 2016), we examine the personal and professional tensions of an Indigenous Ecuadoran NNES teaching in a dominant Spanish-speaking context. We attend to the ways Roberto (pseudonym) responds to his students and his peers through the lens of his Kichwa…

Employing membership categorization analysis and conversation analysis, we uncover how students performing classroom discussion tasks for language learning locally ascribe themselves and others to various identity categories within single discussion activities. Data consist of 126 hours of video-recorded small-group discussions for second language…

In this dissertation, I will present social-cognitive frameworks that support the use of mental imagery for possible self enhancement; and articulate and evaluate a pedagogical intervention designed for the foreign language class. This intervention will allow students to explore and develop prominent and vivid mental representations (self-schemas)…

Dynamic Assessment (DA) research in the second language (L2) field has, to date, focused almost exclusively on understanding the usefulness of forms of mediation to diagnosing learner language abilities. Largely absent from this work is examination of learner experience of engaging in DA, including the role of emotions in their orientation to the…

Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of…

Each year, multitudes respond to the demand for native English speakers to teach English as a Foreign Language (EFL) in Asian countries, particularly China, Japan, and South Korea. These EFL transnationals are often young, new to living abroad, and inexperienced as educators. When they arrive, they often find a community, and an identity waiting…