Teacher identity in TESOL

Martha C. Pennington

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EFL/ESL Teaching and Learning Teacher Education and Leadership Studies Second Language Learning and Teaching

Abstract

This chapter describes the different aspects of teacher identity in Teachers of English to Speakers of Other Languages (TESOL) in terms of a frames model, building on related prior applications of the notion of framing to English language teaching and to program development and management. It discusses the two categories of the model: Practice-centered/Contextual Frames of Teacher Identity in TESOL. The first set of frames represents teacher identity in TESOL in terms of different orientations to the practices involved in TESOL work. The global facet of TESOL teacher identity connects to content and pedagogical knowledge, as it requires the teacher to be knowledgeable about different varieties of English and conscious of what variety of English is being taught and how it is being taught. The different framings of TESOL work offer different perspectives from which both future teachers and those already teaching can examine aspects of their work-related identity and map a course for change and career development.

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References

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