Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature

Abstract

This systematic review synthesizes 17 studies exploring nonnative‐English‐speaking teacher candidates’ (NNES‐TC) language teacher identity (LTI) development. The purpose was to examine NNES‐TCs’ LTI development during graduate‐level TESOL programs in the United States, Canada, and Australia. The review addressed the questions, What influences NNES teacher candidates’ LTI development, and in what ways do teacher preparation programs promote positive LTI development? Findings revealed four categories: (1) (non)native speakering and the native speaker fallacy, (2) racialized and gendered identities, (3) academic identity clashes, and (4) the emotional “glue” of LTI development. NNES‐TCs navigated personal and professional identities and struggled to balance their own expectations vis‐à‐vis expectations from their graduate programs and future teaching contexts. While native speakering discourses remained in claims of ownership over English, reflections on counter‐discourses and their connection to local teaching practices were agentively appropriated by NNES teacher candidates as they claimed legitimacy as teachers. Findings suggested teacher preparation should commit to critiquing native speakerism and offer spaces for empowering NNES‐TCs through narrative reflections. Preparation should explicitly address linguistic goals and needs, prioritize practical experience, and encourage teacher educators’ reflection on their practices. Future research should explore longitudinal LTI development, identities‐in‐practice, affective influences, and intersectional identities.

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