A critical review on nonnative English teacher identity research: from 2008 to 2017. Issue 6 (3rd July 2019)

• Record Type: Journal Article
• Authors: Yuan, Rui
• Is Part Of: Journal of multilingual and multicultural development. Volume 40:Issue 6(2019)
• Page Start: 518
• Page End: 537
• Publication Date: 2019-07-03
• Subjects: language teacher identity -- nonnative English teachers -- L2 contexts; Multilingualism -- Periodicals; Multiculturalism -- Periodicals; 404.2
• DOI: 10.1080/01434632.2018.1533018
• Languages: English
• ISSNs: 0143-4632

Abstract

ABSTRACT: This paper reviews existing studies ( n = 22) on nonnative English teacher identity in L2 school contexts from 2008 to 2017. Through a systematic and rigorous process of paper selection and analysis, three major themes were identified, i.e. (1) identity development through social engagement; (2) identity conflicts and struggle at intrapersonal, interpersonal, and contextual levels; and (3) identity crisis with teacher attrition. The paper also offers a critical review on the research methodologies adopted in current nonnative teacher identity research and points out directions for future research. Based on the findings, the paper proposes a tentative framework on NNESTs' identity trajectory and calls for a transformative and action-oriented approach that can explore effective ways to promote identity development for NNESTs and teachers of different linguistic, subject and sociocultural backgrounds.