The Dynamics Between the Biographical Factors, Professional Identities, and Teaching Practices of Second Language Writing Instructors
Bibliographic Data
| ID | 22416144 |
|---|---|
| Authors | Young Wha Lee (0000-0002-2755-3540, Sookmyung Women's University, corresponding author) |
| Year | 2026 |
| Publication date | 2026-07-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Written Communication (JOURNAL) |
| Journal identifiers | ISSN: 0741-0883 • E-ISSN: 1552-8472 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/07410883261461552 |
| OpenAlex | W7169541720 |
| Language | EN |
| References cited | 31 |
This qualitative study investigates the biographical factors that influence the professional identities and teaching practices of second language (L2) writing instructors. Previous L2 writing studies have tended to rely on teacher interviews to examine such identities and practices and have failed to include the important perspective of classroom observations. This study conducted teacher interviews and classroom observations with three graduate teaching assistants (GTAs) of a first-year writing course at a U.S. university. The findings suggest that although teachers’ disciplinary backgrounds, teaching philosophies, and prior experiences shape their professional identities and instructional approaches, their classroom practices in language instruction do not always align with their beliefs and stated values. Teacher education programs should integrate language pedagogy and grammar instruction into writing pedagogy, while encouraging teachers to engage in consistent self-evaluation and reflection on their practices.
Discipline · Grammar · Professional writing · Qualitative research · Second language writing · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy
Fixing English
Disciplinary Identities
Teacher Identity in Language Teaching
Learning to Become a Second Language Teacher
Becoming a writing teacher
Teacher Education And The Development Of Professional Identity
Understanding teacher identity
Dialogic entanglements in researcher identity
Naming What We Don’t Know
Metadiscourse and Identity Construction in Teaching Philosophy Statements
Investigating connections between teacher identity and pedagogy in a content-based classroom
L2 teacher identity development
Writing as a craft
Integrating process and genre into the second language writing classroom
Naturalistic inquiry
Toward an Understanding of the Distinct Nature of L2 Writing
| Citation velocity | historical |
|---|---|
| Highly cited | No |