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Ng, C. H., & Cheung, Y. L. (2021). Non-native language teacher identity across theoretical conceptions and developmental stages of teachers. In C. E. Poteau & C. A. Winkle (Eds.), Advocacy for social and linguistic justice in TESOL: Nurturing inclusivity, equity, and social responsibility in English language teaching (pp. 92-106). Routledge. https://doi.org/10.4324/9781003202356-8
Through a qualitative meta-synthesis literature review, this chapter examines how non-native language teacher identity across different theoretical conceptions and developmental stages, both novice and experienced, and at elementary, secondary, and university levels, are negotiated through a qualitative meta-synthesis of 35 refereed book chapters and research papers published in international refereed journals between 2004 and 2019. The first half of the chapter examines theories and conceptual foundations that have guided existing research on non-native language teacher identity across different developmental stages to link to issues related to intersections of non-native English language teacher (NNEST) identity and language teaching. The second half of the chapter looks at the application of findings in terms of advocacy issues and pedagogical practices for non-native English teachers and future research to inform English language teachers, teacher-educators, and researchers across elementary, secondary, and university settings.
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