Language, institutional identity and integration: lived experiences of ESL teachers in Australia

Abstract

Globalisation and increased patterns of immigration have turned workplace interactions to arenas for intercultural communication entailing negotiation of identity, membership and ‘social capital’. For many newcomer immigrants, this happens in an additional language and culture – English. This paper presents interaction experiences of four non-native English language teachers with other institutional members. It uses a sociocultural perspective of second language to map their approaches to negotiations of professional and institutional identities in and through these interactions. Their discussions highlight the role of language, cultural practices and the emic socio-political factors embedded within institutional interactions in individuals' identity negotiation and integration.

Keywords:

• institutional identity
• workplace interactions
• language and integration
• imagined community
• accent and discrimination
• agency and investment

Acknowledgements

I wish to express my deep gratitude to the Editor of this special issue, Dr Shibao Guo, and the two anonymous reviewers for their insightful and constructive comments. The substance of this paper is indebted to their patience in meticulously reading the earlier drafts and providing me with feedback, and the flaws are all mine.