A critical review on nonnative English teacher identity research: from 2008 to 2017

Rui Eric Yuan

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

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.

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References

2017Qualitative Inquiry and Research Design : Choosing Among Five Approaches 2003Analysing Discourse: Textual Analysis for Social Research 2003Analysing Discourse 2003The teacher's soul and the terrors of performativity 2015Introduction to Qualitative Research Methods: A Guidebook and Resource 2000Chapter 3 : Identity as an Analytic Lens for Research in Education 2009Understanding teacher identity: an overview of issues in the literature and implications for teacher education 2011Identity, language learning, and social change

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