Second language teacher identity: A synthesis of reflections from applied linguists

Abstract

This chapter synthesizes eighteen reflections on language teacher identity research through the analytic framework of pragmatistic, critical, hermeneutic and phenomenological approaches and perspectives. These eighteen applied linguistics scholars from Spain, Pakistan, Sri Lanka, South Africa, Austria, Slovakia, New Zealand, Brazil, Columbia, Iceland, Finland, South Korea, Japan, China and Singapore examine the substance of second language teacher identity research on a topic that has witnessed an exponential growth of interest among ELT / TESOL researchers from the applied linguists’ perspective. In reflecting on one’s identity as a language teacher/applied linguist through the framework of four approaches and perspectives, the chapter covers the following areas: definition of language teacher identity, the impact of social, cultural, and political factors in influencing the construction of teacher identity, the relevance of second language teacher identity in one’s specialized field, and future directions for teacher identity research in various specializations in applied linguistics. This chapter will inform second language teachers, teacher educators and researchers not only in Asia, but also globally, of second language teacher identity as a dynamic concept that can be changed and developed, subject to cultural, social, contextual, and political situations.