Language Teacher Identity in TESOL

This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.

Bedrettin Yazan is Assistant Professor of Educational Linguistics at the University of Alabama, USA. Kristen Lindahl is Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA.

Introduction. Language teacher learning and practice as identity work: An overview of the field and this volume ; Part I. Teacher Identity Work in Narratives and Writing ; 1. Repurposing Identity Reconstruction as Transformative Pedagogy: Multilingual Teachers in The US First-Year Composition Context; 2. Writing Narratives, Shifting Identities: Developing Language Teacher Identity and Practice in Working with Students with Limited/Interrupted Formal Education ; 3. At the Dinner Table: Pre-Service EFL Teachers' Identity Negotiations and Resources ; Part II. Teacher Identity Work in Multimodal Spaces ; 4. Understanding Language Teacher Identity: Digital Discursive Spaces in English Teacher Education and Development ; 5. Multimodal Identity Construction of Technology-Using Language Teachers via Stance Taking in an Online Learning Space ; 6. Unpacking professional identity: The use of multimodal identity texts and duoethnographies in language teacher education ; Part III. Teacher Identity Work vis-à-vis Race, Ethnicity, and Language ; 7. Reading, Writing, and Race: Sharing the Narratives of Black TESOL Professionals; 8. Anti-Oppressive Pedagogy in Language Teacher Education: A Collaborative Case Study of Identity Texts ; 9. Reality check: Identity struggle and experiences of NESTs Living and Teaching Abroad ; Part IV. Teacher Identity Work vis-à-vis Teacher Emotions ; 10. Teacher Emotion as Pedagogy: The Role of Emotions in Negotiating Pedagogy and Teacher Identity ; 11. Identity, Noticing, and Emotion among Pre-Service English Language Teachers; 12. Our Job, Too: International Full-time Non-tenure-track Faculty, English Language Teacher Education, and Emotionally Distressed Students in South Korea ; Part V. Teacher Identity Work in Teacher Educator-Researcher Practices ; 13. Intercepting and Fluid Identities: From Reflective Teacher Educators to Reflective Teachers ; 14. Strengths-Based Mentoring for Preservice ESL Teacher Professional Identity Development: A Self-Study of Teacher Education Practices ; 15. The Autoethnography of an [Re]-Emerging Researcher Identity and Its Impact on EAP Teaching Pedagogy ;