The Routledge Handbook of Language Teacher Identity

The Routledge Handbook of Language Teacher Identity is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance. This Handbook is organized into six interconnected, sequential parts: theoretical perspectives, analytical and methodological approaches, development and ideologies, innovations, professional development, and specific language teaching contexts. Contributors engage with perspectives and possibilities on an international scale, addressing issues of racism, sexism, ethnocentrism, linguicism, accentism, native-speakerism, neo-nationalism, neoliberalism, and (dis)ability, exploring how these intersect with language teachers' professionalization, sense of belonging, authenticity, and legitimacy. Written in accessible language, thirty-four carefully curated chapters identify the major trends and developments in the field, including translanguaging, digital language teaching, study-abroad, and leadership. The volume also amplifies voices from systematically underrepresented groups, such as teachers of multiple languages and Indigenous language teachers. This reliable source is of specialised interest for language teachers, teacher educators, students and researchers in the fields of language education and applied linguistics. It supports both academic research and policy development.

Vander Tavares is Associate Professor of Education at the University of Inland Norway. His research interests include critical second language education, teacher education, and the internationalization of higher and language education. He is the editor of Social Justice through Pedagogies of Multiliteracies (2024, Routledge). Silvia Melo-Pfeifer is Full Professor at the University of Hamburg. She carries out research on pluralistic approaches to language learning and teaching, with particular emphasis on intercomprehension across languages of the same linguistic family, heritage language education, and foreign language teacher education.

Language Teacher Identity: Becoming and Being a Language Teacher Sílvia Melo-Pfeifer and Vander Tavares PART I: Theoretical Perspectives on Language Teacher Identity Development 1 Poststructuralism and Language Teacher Identity Hayriye Kayi-Aydar, Rachel Bhansari, and Manka Varghese 2 Positive Psychology and Language Teacher Identity Dorota Werbinska 3 Identity-In-Relation: Language Teacher Identity under Decolonial Lenses Ana Paula Martinez Duboc 4 Feminist Research on Language Teacher Identity Reiko Yoshihara 5 Language Teachers Facing the Challenges of Pluralistic Approaches: Towards a New Understanding of their Identity Anna Schröder-Sura PART II: Analytical and Methodological Approaches 6 Conducting Ethnography in Language Teacher Identity Research: Applications, Issues, and Future Directions Yuan Sang 7 Autoethnography as a Research Methodology to Study Language Teacher Identity Bedrettin Yazan, Cynthia Gibson, and Amanda de Oliveira Silva 8 Narrative Inquiry and Language Teacher Identity Gary Barkhuizen 9 Arts-Based Approaches for Research on Language Teacher Identity: A Focus on Visual Methods Sílvia Melo-Pfeifer and Vander Tavares 10 Materialities in Researching Language Teacher Multilingual Identity: Methodological Affordances of the Dominant Language Constellation Nayr C. Ibrahim 11 Researching Language Teacher Identity: Discourse and Content Analytical Approaches Li Li PART III: Language Teacher Identity Development and Ideologies 12 Becoming a Language Teacher: Navigating Linguistic Discrimination and Its Intersections for Non-Native English-Speaking (NNES) Teachers Nashid Nigar and Sender Dovchin 13 Challenging Monolingualism, Native-Speakerism, and Standard Language Ideology in Language Teacher Training Enric Llurda and Júlia Calvet-Terré 14 Toward a Dual-Level Intersectionality Theory for Critical Multilingual Teacher Education: Excavating Identity through Cross-Circle Englishes Patriann Smith, Darlshawn Patterson, and Dianne Wellington 15 Critical Race Theory for Language Teacher Identity Research and Practice in English Language Teaching Hyesun Cho 16 Language Teacher Identities in Times of Crisis: Rethinking Ideologies of Place and Space in a Transnational World Ali Fuad Selvi 17 Neoliberal Ideology and Linguistic Entrepreneurship: Extending the Language Teacher Identity Research Agenda Peter I. De Costa and Nari Kim 18 Intersectionality in Language Teacher Identity: Conceptions, Conundrums and Ways Forward Yuzuko Nagashima and Luke Lawrence 19 Alienation, Authenticity, and Teacher Identity Robert J. Lowe and Richard S. Pinner PART IV: Language Teacher Identity Development through Pedagogical Innovations 20 Language Teacher Identity and Translanguaging Zhongfeng Tian and Jiaxuan Zong 21 Anti-Oppressive Pedagogies and Language Teacher Identities: Issues, Strategies, and What is Yet to (Be)come Maverick Y. Zhang and Jamie L. Schissel 22 Language Teacher Identity Development and Multiliteracies Education Dagmar Abendroth-Timmerand David Gerlach 23 Teacher Identity Development through Digitally Mediated Experiences Kenan Dikilitas PART V: Language Teacher Identity across the Professional Development Span 24 Language Teacher Identity and Professional Development: Reflecting on Debates, Connections, and Research Avenues Ana Sofia Pinho 25 Language Teacher Identity and Agency in Contexts of Introduction Programs Bureaucracy Marte Nordanger 26 Interplay Between Language Teacher Identity and Leadership Development: A Conceptual Framework for Research Kashif Raza 27 Language Teacher Identity Development through Professionalization on Study Abroad Meike Wernicke 28 Who's Teaching? A Critical Reflection on Language Teacher Identities in the Context of Newcomer and Immigrant Student Education Marigona Morina, Fabielle Rocha Cruz and Rahat Zaidi 29 Identity Conflicts: Agency and Investment in Language Teacher Students' Identity Development Anne Pitkänen- Huhta and Maria Ruohotie- Lyhty PART VI: Language Teacher Identity Development across Educational and Linguistic Contexts 30 Initial Teacher Education and Professional Identity: Learning to Become a Foreign Language Primary Teacher Ana Isabel Andrade, Filomena Martins, and Ana Raquel Simoes 31 English-as-an-L2 Teacher Identity Development from an Intersectional Perspective Vander Tavares and Sílvia Melo-Pfeifer 32 South Saami Teacher Identity in the Making: Becoming a Teacher and Speaker of an Indigenous Language David Kroik 33 Language Teacher Identities of Teachers of Multiple Languages Eric K. Ku 34 Identity as a Concept for Professional Knowledge of Teachers in Content and Language Integrated Learning: Potential and Limitations Andreas Bonnet and Stephan Breidbach