A critical reflection on (re)construction of my identity as an English language learner and English teacher

ABSTRACT

This narrative self-study reflects on my discursively shaped thoughts, beliefs, and knowledge to portray the construction and reconstruction of my identity at different stages of professional life. I tried to investigate carefully, up to the current moment, the struggles, building blocks, and successes which have reshaped my formerly shaped identity as an English language learner and English teacher. Accordingly, a compilation of reflective writings as documents, pamphlet notes, drawings, and journals during such a long-lasting continuum of learning and teaching were adopted to critically review my identity through Strauss and Corbin’s constant comparative method of data analysis which led to the emergence of three stages of my identity formation and its further reconstruction. The findings illuminate that students, teachers, and teacher educators’ narrations provide insightful and enlightening clues for each and every engaged member of the training cycle to learn how to deal with these group members within our community, and reminds policy-makers and higher-order authorities of the value in acknowledging and appreciating their voices.

KEYWORDS:

• Narration
• professional life
• self-study
• reflective writings
• classroom discourse