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

• Published in: Journal of multilingual and multicultural development Vol. 40; no. 6; pp. 518 - 537
• Main Author: Yuan, Rui
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2019; Taylor & Francis Ltd
• Subjects: Action orientation; Attrition; Conflict; Cultural Background; Educational Research; English (Second Language); English as a second language instruction; English teachers; Faculty Mobility; Guidelines; Identity crisis; Identity formation; Identity management; Interpersonal conflict; Interpersonal Relationship; L2 contexts; language teacher identity; Language Teachers; nonnative English teachers; Nonnative-speaking teachers; Professional Identity; Research methodology; Second Language Instruction; Second Language Learning; Second language teachers; Self concept; Social development; Socialization; Sociocultural factors; Teacher Characteristics; Teachers; TESOL
• ISSN: 0143-4632; 1747-7557
• DOI: 10.1080/01434632.2018.1533018

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.