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

• Autores: Rui Yuan
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 40, Nº. 6, 2019, págs. 518-537
• Idioma: inglés
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• Resumen

  • 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.