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Reflections on Language Teacher Identity Research is the first book to present understandings of language teacher identity (LTI) from a broad range of research fields. Drawing on their personal research experience, 41 contributors locate LTI within their area of expertise by considering their conceptual understanding of LTI and the methodological approaches used to investigate it. The chapters are narrative in nature and take the form of guided reflections within a common chapter structure, with authors embedding their discussions within biographical accounts of their professional lives and research work. Authors weave discussions of LTI into their own research biographies, employing a personal reflective style. This book also looks to future directions in LTI research, with suggestions for research topics and methodological approaches. This is an ideal resource for students and researchers interested in language teacher identity as well as language teaching and research more generally.
List of contents
- Language teacher identity research: An introduction
Gary Barkhuizen
- Tangled up with everything else: Toward new conceptions of language, teachers and identities
Kelleen Toohey
- Teacher autonomy and teacher agency
Phil Benson
- Becoming a language teaching professional: What's identity got to do with it?
Richard Donato
- Journey to the centre of language teacher identity
David Block
- Towards sociolinguistically-informed language teacher identities
Christina Higgins
- Language teacher educator identity and language teacher identity: Towards a social justice perspective
Manka M. Varghese
- Recognizing the local in language teacher identity
Ahmar Mahboob
- Narratives of identity: Reflections on English language teachers, teaching and educational opportunity
David Hayes
- The tension between conflicting plots
Julia Menard-Warwick
- Multilingual identity in teaching multilingual writing
Suresh Canagarajah
- Language teacher identity in troubled times
Brenda Leibowitz
- Learner investment and language teacher identity
Bonny Norton
- Identity, innovation, and learning to teach a foreign/second language
Jason Martel
- Boundary disputes in self
Sarah Mercer
- Understanding language teachers' sense making in action through the prism of future self guides
Magdalena Kubanyiova
- Searching for identity in distance language teaching
Cynthia J. White
- Second language teacher identity and study abroad
Jane Jackson
- Becoming a researcher: A journey of inquiry
Yueting Xu
- Identity and teacher research
Simon Borg
- "This life-changing experience": Teachers be(com)ing action researchers
Anne Burns
- Teacher identity in second language teacher education
Jack C. Richards
- Identities as emotioning and believing
Ana Maria F. Barcelos
- Grappling with language teacher identity
Paula Golombek
- Situating affect, ethics, and policy in LTI research
Peter I. De Costa
- Language teacher identity in teacher education
David Nunan
- Language teacher identities and socialization
Patricia A. Duff
- Acknowledging the generational and affective aspects of language teacher identity
Lesley Harbon
- "Who I am is how I teach": Reflecting on language teacher professional role identity
Thomas S.C. Farrell
- Questioning the identity turn in language teacher (educator) research
Xuesong Gao
- "English is a way of travelling, Finnish the station from which you set out": Reflections on the identities of L2 teachers in the context of Finland
Paula Kalaja
- Language teacher identity as critical social practice
Brian Morgan
- Critical language teacher identity
Ryuko Kubota
- Who we are: Teacher identity, race, empire, and nativeness
Suhanthie Motha
- Reflecting on my flight path
Masaki Oda
- Feminist language teacher identity research
Stephanie Vandrick
- Identity dilemmas and research agendas
Cynthia D. Nelson
- Second language writing teacher identity
Paul Kei Matsuda
- Writing teacher identity: Current knowledge and future research
Yin Ling Cheung
- Multiple selves, materials and teacher identity
Jill Hadfield
- Language teaching identity: A fractal system
Vera Lúcia Menezes de Oliveira e Paiva
- The intimate alterity of identity
Matthew Clarke
About the author
Gary Barkhuizen is Professor in the School of Cultures, Languages, and Linguistics at the University of Auckland, New Zealand. His teaching and research interests are in the areas of teacher education, narrative research, and teacher and learner identity. He is former co-editor of the Language Teaching Research journal.
Summary
Reflections on Language Teacher Identity Research is the first book to present understandings of language teacher identity (LTI) from a broad range of research fields. Drawing on their personal research experience, 41 contributors locate LTI within their area of expertise by considering their conceptual understanding of LTI and the methodological approaches used to investigate it. The chapters are narrative in nature and take the form of guided reflections within a common chapter structure, with authors embedding their discussions within biographical accounts of their professional lives and research work. Authors weave discussions of LTI into their own research biographies, employing a personal reflective style. This book also looks to future directions in LTI research, with suggestions for research topics and methodological approaches. This is an ideal resource for students and researchers interested in language teacher identity as well as language teaching and research more generally.
