REVIEWING NONNATIVE ENGLISH-SPEAKING TEACHERS’ PROFESSIONAL IDENTITY

Year 2016, Volume: 4 Issue: 3, 320 - 335, 30.12.2016

Yanxiang Zhang

Abstract

This paper takes an overall literature review of non-native English-speaking teachers’ professional identity so as to bring forth the issue of “non-native speakership” and to elicit the marginal area of research on this issue. Firstly, it gives an overview description of the definition of “identity” and “professional identity” developed over the years, some related concepts and identity formation process. Then it reviews the empirical works of teacher identity, especially non-native English-speaking teachers’ professional identity. These works include research on teachers’ perception of their English proficiency, their identity construction and development and their own narrative stories. Subjects of these works range from student teachers, novice teachers and experienced teachers. Finally, it concludes that future research on this issue can still further enrich the current literature by means of wider research confines, more diversified research techniques and subjects as well.

Keywords

Nonnative, English teacher, professional identity

References

• Varghese, M., Morgan, B., Johnston B., & Johnson K. A. (2005) Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4(1), 21-44. Wang, H.J. (2007). A survey on students’ attitudes towards foreign teachers’ English language teaching in China. Journal of Beijing No. two Foreign Languages Institute, v8. White, C. & Ding, A. (2009). Identity and self in e-language teaching. In Z. Dörnyei & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self. Clevedon, England: Multilingual Matters. Pp. 333-349.