Understanding teacher identity construction through hybridity theory
A case study of a Chinese-Canadian teaching English in China
Bibliographic Data
| ID | 22232115 |
|---|---|
| Authors | Angel Zhao (0000-0002-6727-6509, Hong Kong Polytechnic University), Yuehai Xiao (0000-0001-6877-9952, Hunan Normal University, corresponding author) |
| Year | 2025 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2025-01-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-024-04276-8 |
| OpenAlex | W4406026638 |
| Language | EN |
| Citations received | 4 |
| References cited | 61 |
Globalization has given rise to a new generation of English language teachers, including transnational teachers, who have complex teacher identities that the traditional “native” versus “non-native” English teacher dichotomy fails to capture adequately. Researchers have problematized this dichotomy by applying theories such as poststructuralism. However, there is a lack of consensus on a theory that can challenge the monolingual model and the language hierarchy to support the development of teacher identity. Consequently, this case study draws on the theory of hybridity from sociology and uses narrative inquiry and interviews to explore the evolution of a Chinese-Canadian English teacher, Sally, in constructing her teacher identity, which includes both achievements and challenges. The study contributes to the literature by attempting to lessen the impact of the language hierarchy and the “native” versus “non-native” dichotomy through empirical evidence supporting hybridity theory. The findings reveal the complexity of Sally’s teacher identity development across various contexts, resulting in numerous struggles. This complexity aligns with hybridity theory. Moreover, Sally outlines her coping strategies, which could help transnational teachers overcome obstacles and successfully broaden their teacher identities. The study discusses theoretical and pedagogical implications for the development of English language teacher identity and teacher training
Aesthetics · Art · China · Hybridity · Linguistics · Pedagogy · Political science · Sociology · Anthropology · EFL/ESL Teaching and Learning · Gender Studies · Law · Multilingual Education and Policy · Philosophy · Second Language Learning and Teaching
Nonnative Speaker English Teachers
Translanguaging in Bilingual Education
“I may sound like a native speaker…but I’m not”
The Subject and Power
‘What if I was not adopted’
Teaching English as a foreign language in multilingual milieus in Catalonia
Borderlands/La Frontera
Rethinking diversity
The voices of newcomers. A qualitative analysis of the construction of transnational identity
No Longer on the Margins
Becoming a Japanese Language Learner, User, and Teacher
Beyond Native and Nonnative
EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence
Professional agency in the stream of change
Fifteen years of research on self & identity in System
Agency in the making
Supporting beginner teacher identity development
Identity and Language Learning
English-Only and Standard English Ideologies in the U.S
Narrative Knowledging in Tesol
Shame in English language teaching
(Non)native Speakered
The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms
Tesol at Forty
The Cultural and Intercultural Identities of Transnational English Teachers
The Ethico‐politics of Teacher Identity
Introduction
Complexities of Identity Formation
Language, Identity, and the Ownership of English
Teacher Educator Professional Learning in the Third Space
Heterogeneity, Hybridity, Multiplicity
Personal Narrative and Experiential Meaning
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |