A critical review on nonnative English teacher identity research: from 2008 to 2017

ABSTRACT

This paper reviews existing studies (n = 22) on nonnative English teacher identity in L2 school contexts from 2008 to 2017. Through a systematic and rigorous process of paper selection and analysis, three major themes were identified, i.e. (1) identity development through social engagement; (2) identity conflicts and struggle at intrapersonal, interpersonal, and contextual levels; and (3) identity crisis with teacher attrition. The paper also offers a critical review on the research methodologies adopted in current nonnative teacher identity research and points out directions for future research. Based on the findings, the paper proposes a tentative framework on NNESTs’ identity trajectory and calls for a transformative and action-oriented approach that can explore effective ways to promote identity development for NNESTs and teachers of different linguistic, subject and sociocultural backgrounds.

KEYWORDS:

• language teacher identity
• nonnative English teachers
• L2 contexts

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Internal Research Grant of the Education University of Hong Kong.