1st Edition

Language Teacher Identity in TESOL Teacher Education and Practice as Identity Work

Edited By Bedrettin Yazan, Kristen Lindahl Copyright 2020
    304 Pages
    by Routledge

    304 Pages
    by Routledge

    This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. 


    By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. 


    This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.


    Introduction. Language Teacher Learning and Practice as Identity Work: An Overview of the Field and This Volume

    Bedrettin Yazan & Kristen Lindahl

    Part I. Teacher Identity Work in Narratives and Writing

    Chapter 1. Repurposing Identity Reconstruction as Transformative Pedagogy: Multilingual Teachers in The US First-Year Composition Context

    Cristina Sánchez-Martín

    Chapter 2. Writing Narratives, Shifting Identities: Developing Language Teacher Identity and Practice in Working with Students with Limited/Interrupted Formal Education

    Jennifer A. Morrison, Laura McBride, & Alexis González

    Chapter 3. At the Dinner Table: Pre-Service EFL Teachers’ Identity Negotiations and Resources

    Laura M. Kennedy

    Part II. Teacher Identity Work in Multimodal Spaces

    Chapter 4. Understanding Language Teacher Identity: Digital Discursive Spaces in English Teacher Education and Development

    John I. Liontas

    Chapter 5. Multimodal Identity Construction of Technology-Using Language Teachers via Stance Taking in an Online Learning Space

    Ai-Chu Elisha Ding and Faridah Pawan

    Chapter 6. Unpacking professional identity: The use of multimodal identity texts and duoethnographies in language teacher education

    Marlon Valencia, Sreemali Herath, and Antoinette Gagné

    Part III. Teacher Identity Work vis-à-vis Race, Ethnicity, and Language

    Chapter 7. Reading, Writing, and Race: Sharing the Narratives of Black TESOL Professionals

    Ayanna C. Cooper & Kisha C. Bryan

    Chapter 8. Anti-Oppressive Pedagogy in Language Teacher Education: A Collaborative Case Study of Identity Texts

    Jamie L. Schissel and Crissa Stephens

    Chapter 9. Reality check: Identity Struggle and Experiences of NESTs Living and Teaching Abroad

    Alex Ho-Cheong Leung and Timothy Yip

    Part IV. Teacher Identity Work vis-à-vis Teacher Emotions

    Chapter 10. Teacher Emotion as Pedagogy: The Role of Emotions in Negotiating Pedagogy and Teacher Identity

    Juyoung Song

    Chapter 11. Identity, Noticing, and Emotion among Pre-Service English Language Teachers

    Daniel O. Jackson and Tomoya Shirakawa

    Chapter 12. Our Job, Too: International Full-time Non-tenure-track Faculty, English Language Teacher Education, and Emotionally Distressed Students in South Korea

    Michael Jordi Mumford and Ksan Rubadeau

    Part V. Teacher Identity Work in Teacher Educator-Researcher Practices

    Chapter 13. Intercepting and Fluid Identities: From Reflective Teacher Educators to Reflective Teachers

    Georgios Neokleous and Anna Krulatz

    Chapter 14. Strengths-Based Mentoring for Preservice ESL Teacher Professional Identity Development: A Self-Study of Teacher Education Practices

    Ye He and Doris Kroiss

    Chapter 15. The Autoethnography of an [Re]-Emerging Researcher Identity and Its Impact on EAP Teaching Pedagogy

    Simon Mumford & Kenan Dikilitaş


    Manka Varghese and Hayriye Kayi-Aydar


    Bedrettin Yazan is Assistant Professor of Educational Linguistics at the University of Alabama, USA.

    Kristen Lindahl is Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA.

    On the seemingly well-travelled terrain of Language Teacher Identity work, this new collection distinguishes itself in several important ways. For one, greater awareness of LTI complexities and contingencies—of alignments and intersections less considered—has been advanced through a remarkable range of geographical settings and sites of practice. The diversity and novelty of research methods and data types (dinner discussions, illustrated identity portraits, etc.) is an additional strength of this book. Perhaps most important are the innovative, identity-based pedagogies (emotional scaffolding, for example) that effectively bridge theory and practice across these insightful chapters. The editors are to be commended for bringing these contributors together in this inspiring LTI collection.

    Brian Morgan, Glendon College, Toronto

    How does the existing research base on language teacher identity (LTI) inform language teacher education practice? This question is at the heart of this edited volume. While noting the significant theoretical contributions in the LTI field, Yazan and Lindahl prod us to shift our gaze from focusing on research framework to classroom practice. What I find most attractive about Yazan and Lindahl’s work is placing the teachers and their identity work in practice at the center--a result of a dialogic relationship between researchers and classroom teachers. Ultimately, grounded in identity approach, bridging theory to practice allows teachers and researchers alike to place more emphasis on the role of reflexivity in understanding the self, the other, and the context in which learning and teaching occurs. The 15 chapters in this volume will continue to challenge what it means to promote practices of teacher identity work in the fields. Bravo to the contributors!

    Gloria Park, Indiana University of Pennsylvania, USA

    With a focus on identity in teacher education practices, Language teacher identity in TESOL: Teacher education and practice as identity work includes a wide range of theoretical constructs, innovative methodologies, and lived experiences. From intersectionality to otherization, from multiethnography to multimodality, from microaggressions to scaffolded emotions, this book is an inspiring addition to the growing language teacher identity literature.

    Anne Feryok, University of Otago, New Zealand

    As a collection of empirical research works informed by diverse conceptual frameworks, this book moves forward our discussion of teacher identity in the field of TESOL. It is a must-read for language researchers and teacher educators who are interested in understanding the complex issue of teacher identities and developing identity-oriented pedagogy for effective classroom teaching.

    Rui Eric Yuan, The Education University of Hong Kong, Hong Kong

    This robust volume assembles diverse perspectives on language teacher identity into an interesting and coherent whole. I consider it a vital resource for a range of stakeholders, notably language teacher educators who aspire to highlight identity in their curricular and instructional practices.

    Jason Martel, Middlebury Institute of International Studies, California, USA

    This collection offers a fresh outlook on how necessary identity work is for both teachers and teacher educators. Situated at the nexus of the personal, the professional, and the political, the chapters in this volume investigate complex identities of teachers, teacher educators, and researchers inside various educational settings using a variety of methodologies. As such, I believe the book makes a significant contribution to both teacher identity studies and teacher education research.

    Brad Olsen, University of California, USA