A Critical Review on Nonnative English Teacher Identity Research: From 2008 to 2017

Autor/in	Yuan, Rui
Titel	A Critical Review on Nonnative English Teacher Identity Research: From 2008 to 2017
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 6, S.518-537 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2018.1533018
Schlagwörter	Professional Identity; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Characteristics; Faculty Mobility; Socialization; Conflict; Interpersonal Relationship; Guidelines; Cultural Background; Educational Research + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Socialisation; Sozialisation; Konflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Richtlinien; Bildungsforschung; Pädagogische Forschung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01