Teacher Identity Construction of Non-Local English-Speaking EFL Teachers in the Intercultural Adaptation Process
Bibliographic Data
| ID | 21805283 |
|---|---|
| Authors | Li Yi (0000-0003-1906-3653, Sun Yat-sen University), Ling Meng (0000-0003-1121-8059, South China Normal University) |
| Year | 2022 |
| Volume | 13 |
| Issue | 5 |
| Pages | 1058-1065 |
| Publication date | 2022-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language Teaching and Research (JOURNAL) |
| Journal identifiers | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1305.19 |
| OpenAlex | W4294293717 |
| Language | EN |
| References cited | 21 |
Non-local English-speaking EFL teachers are increasingly employed in the outer or expanding circle of English-speaking countries, but little is known about how these non-local EFL teachers construct their language teacher identity while they go through the intercultural adaptation process. Employing the narrative analysis, this study analysed the data of the in-depth interviews with three non-local English-speaking EFL teachers in one Chinese university and explored their teacher identity construction in the process of intercultural adaptation. Three major types of intercultural challenges were identified in their cross-cultural work in Chinese tertiary education. It was also found that the non-local EFL teachers strategically shift their teacher identities and instrumentalize their non-local identity to adapt to their intercultural teaching work and to empower themselves professionally in the language classes. This study contributes to the understanding of identity making in the intercultural adaptation process and provides implications for the adaptive policymaking and training for non-local teachers
English language · Intercultural communication · Linguistics · Mathematics education · Narrative · Pedagogy · Sociology · Computer Science · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · Psychology · Second Language Learning and Teaching
Qualitative Inquiry in Tesol
Becoming Intercultural
Teacher Identity in Language Teaching
Employing native-English-speaking teachers in China
Intercultural Communication and Ideology
Vietnamese Educational Morality and the Discursive Construction of English Language Teacher Identity
Changing Practices in Chinese Cultures of Learning
Teachers’ perceptions of professional identity
Learning to teach English language during the first year
Reconsidering research on teachers’ professional identity
From rigid dichotomy to measured contingency. Hong Kong preservice teachers' discursive construction of identity
Exploring the professional role identities of experienced ESL teachers through reflective practice
Overseas students' intercultural adaptation as intercultural learning
Non-native English-speaking English language teachers
The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms
The Cultural and Intercultural Identities of Transnational English Teachers
Complexities of Identity Formation
Chapter 3
Theorizing Language Teacher Identity
Theoretical models of culture shock and adaptation in international students in higher education
| Highly cited | No |
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