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

References

• Ball, S. J. 2003. “The Teacher's Soul and the Terrors of Performativity.” Journal of Education Policy 18 (2): 215–228. doi: 10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Barkhuizen, G. 2016. “A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time.” TESOL Quarterly 50 (3): 655–683. doi: 10.1002/tesq.311
   Web of Science ®Google Scholar
• Barkhuizen, G. 2017. “Language Teacher Identity Research: An Introduction.” In Reflections on Language Teacher Identity Research, edited by G. Barkhuizen, 1–11. London: Routledge.
   Google Scholar
• Beauchamp, C., and L. Thomas. 2009. “Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education.” Cambridge Journal of Education 39 (2): 175–189. doi: 10.1080/03057640902902252
   Google Scholar
• Braine, G., ed. 2014. Teaching English to the World: History, Curriculum, and Practice. New York: Routledge.
   Google Scholar
• Chan, C., and M. Clarke. 2014. “The Politics of Collaboration: Discourse, Identities, and Power in a School–University Partnership in Hong Kong.” Asia-Pacific Journal of Teacher Education 42 (3): 291–304. doi: 10.1080/1359866X.2014.902425
   Web of Science ®Google Scholar
• Chan, C., and M. Lo. 2017. “Exploring Inclusive Pedagogical Practices in Hong Kong Primary EFL Classrooms.” International Journal of Inclusive Education 21 (7): 714–729. doi: 10.1080/13603116.2016.1252798
   Web of Science ®Google Scholar
• Chang, Y. J. 2018. “Certified but Not Qualified? EFL Pre-service Teachers in Liminality.” Journal of Language, Identity & Education 17 (1): 48–62. doi: 10.1080/15348458.2017.1401929
   Web of Science ®Google Scholar
• Choe, H. 2016. “Identity Formation of Filipino ESL Teachers Teaching Korean Students in the Philippines: How Negative and Positive Identities Shape ELT in the Outer Circle.” English Today 32 (1): 5–11. doi: 10.1017/S0266078415000553
   Web of Science ®Google Scholar
• Clarke, M. 2008. Language Teacher Identities: Co-constructing Discourse and Community. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Connelly, F. M., and D. J. Clandinin. 1999. Shaping a Professional Identity: Stories of Education Practice. London, ON: Althouse Press.
   Google Scholar
• Creswell, J. 2007. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. London: SAGE Publications.
   Google Scholar
• Day, C. 2011. “Uncertain Professional Identities: Managing the Emotional Contexts of Teaching.” In New Understandings of Teacher’s Work: Emotions and Educational Change, edited by C. Day, and J. C. K. Lee, 45–64. New York: Springer.
   Google Scholar
• Edwards, E., and A. Burns. 2016. “Language Teacher–Researcher Identity Negotiation: An Ecological Perspective.” TESOL Quarterly 50 (3): 735–745. doi: 10.1002/tesq.313
   Web of Science ®Google Scholar
• Evans, J., and P. Benefield. 2001. “Systematic Reviews of Educational Research: Does the Medical Model Fit?” British Educational Research Journal 27 (5): 527–541. doi: 10.1080/01411920120095717
   Web of Science ®Google Scholar
• Fairclough, N. 2003. Analyzing Discourse: Textual Analysis for Social Research. London: Routledge.
   Google Scholar
• Gao, X., and H. Xu. 2014. “The Dilemma of being English Language Teachers: Interpreting Teachers’ Motivation to Teach, and Professional Commitment in China’s Hinterland Regions.” Language Teaching Research 18 (2): 152–168. doi: 10.1177/1362168813505938
   Web of Science ®Google Scholar
• Gee, J. P. 2000. “Chapter 3: Identity as an Analytic Lens for Research in Education.” Review of Research in Education 25 (1): 99–125. doi: 10.3102/0091732X025001099
   Google Scholar
• Güngör, F. 2017. “The Tensions between EFL Teacher Identities and INSET in the Turkish Context.” Profile: Issues in Teachers Professional Development 19 (1): 13–27. doi: 10.15446/profile.v19n1.55110
   Web of Science ®Google Scholar
• Hartley, D. 1993. “Confusion in Teacher Education: A Postmodern Condition?” Journal of Education for Teaching 19 (4): 83–93. doi: 10.1080/0260747930190410
   Web of Science ®Google Scholar
• Holliday, A. 2006. “Native-speakerism.” ELT Journal 60 (4): 385–387. doi: 10.1093/elt/ccl030
   Google Scholar
• Izadinia, M. 2013. “A Review of Research on Student Teachers’ Professional Identity.” British Educational Research Journal 39 (4): 694–713. doi: 10.1080/01411926.2012.679614
   Web of Science ®Google Scholar
• Joseph, J. 2010. Identity. In C. Llamas & D. Watt (Eds.), Language and identities (pp. 9–17). Edinburgh: Edinburgh University Press.
   Google Scholar
• Kanno, Y., and C. Stuart. 2011. “Learning to Become a Second Language Teacher: Identities-in-Practice.” The Modern Language Journal 95 (2): 236–252. doi: 10.1111/j.1540-4781.2011.01178.x
   Web of Science ®Google Scholar
• Lee, I. 2013. “Becoming a Writing Teacher: Using “Identity” as an Analytic Lens to Understand EFL Writing Teachers’ Development.” Journal of Second Language Writing 22 (3): 330–345. doi: 10.1016/j.jslw.2012.07.001
   Web of Science ®Google Scholar
• Lee, I. 2016. “Teacher Education on Feedback in EFL Writing: Issues, Challenges, and Future Directions.” TESOL Quarterly 50 (2): 518–527. doi: 10.1002/tesq.303
   Web of Science ®Google Scholar
• Lee, I., and R. Yuan. 2014. “Motivation Change of Pre-service English Teachers: A Hong Kong study.” Language, Culture and Curriculum 27 (1): 89–106. doi: 10.1080/07908318.2014.890211
   Web of Science ®Google Scholar
• Llurda, E. 2018. Methods in NNEST Research. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons.
   Google Scholar
• Loh, J., and G. Hu. 2014. “Subdued by the System: Neoliberalism and the Beginning Teacher.” Teaching and Teacher Education 41: 13–21. doi: 10.1016/j.tate.2014.03.005
   Web of Science ®Google Scholar
• Mann, S., and E. H. H. Tang. 2012. “The Role of Mentoring in Supporting Novice English Language Teachers in Hong Kong.” TESOL Quarterly 46 (3): 472–495. doi: 10.1002/tesq.38
   Web of Science ®Google Scholar
• Mora, A., P. Trejo, and R. Roux. 2016. “The Complexities of Being and Becoming Language Teachers: Issues of Identity and Investment.” Language and Intercultural Communication 16 (2): 182–198. doi: 10.1080/14708477.2015.1136318
   Web of Science ®Google Scholar
• Moussu, L., and E. Llurda. 2008. “Non-native English-Speaking English Language Teachers: History and Research.” Language Teaching 41 (3): 315–348. doi: 10.1017/S0261444808005028
   Google Scholar
• Namaghi, S. A. O. 2009. “A Data-Driven Conceptualization of Language Teacher Identity in the Context of Public High Schools in Iran.” Teacher Education Quarterly 36 (2): 111–124.
   Google Scholar
• Norton, B., and K. Toohey. 2011. “Identity, Language Learning, and Social Change.” Language Teaching 44 (4): 412–446. doi: 10.1017/S0261444811000309
   Web of Science ®Google Scholar
• Park, G. 2012. “‘I Am Never Afraid of Being Recognized as an NNES’: One Teacher’s Journey in Claiming and Embracing Her Nonnative-Speaker Identity.” TESOL Quarterly 46 (1): 127–151. doi: 10.1002/tesq.4
   Web of Science ®Google Scholar
• Pavlenko, A. 2003. “‘I Never Knew I Was a Bilingual’: Reimagining Teacher Identities in TESOL.” Journal of Language, Identity & Education 2 (4): 251–268. doi: 10.1207/S15327701JLIE0204_2
   Google Scholar
• Said, S. B. 2014. “Teacher Identity Development in the Midst of Conflicting Ideologies.” In Advances and Current Trends in Language Teacher Identity Research, edited by Y. L. Cheung, S. B. Said, and K. Park, 148–160. London, England: Routledge.
   Google Scholar
• Sifakis, N. C., and Y. Bayyurt. 2015. “Insights from ELF and WE in Teacher Training in Greece and Turkey.” World Englishes 34 (3): 471–484. doi: 10.1111/weng.12150
   Web of Science ®Google Scholar
• Song, J. 2016. “Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation.” TESOL Quarterly 50 (3): 631–654. doi: 10.1002/tesq.312
   Web of Science ®Google Scholar
• Taylor, S., and R. Bodgan. 1998. Introduction to Qualitative Research Methods: A Guidebook and Resource. New York: John Wiley & Sons, Inc.
   Google Scholar
• Trent, J. 2010. “Teacher Identity Construction across the Curriculum: Promoting Cross-Curriculum Collaboration in English-Medium Schools.” Asia Pacific Journal of Education 30 (2): 167–183. doi: 10.1080/02188791003721622
   Web of Science ®Google Scholar
• Trent, J. 2012. “Becoming a Teacher: The Identity Construction Experiences of Beginning English Language Teachers in Hong Kong.” The Australian Educational Researcher 39 (3): 363–383. doi: 10.1007/s13384-012-0067-7
   Web of Science ®Google Scholar
• Trent, J. 2015. “The Gendered, Hierarchical Construction of Teacher Identities: Exploring the Male Primary School Teacher Voice in Hong Kong.” Journal of Education Policy 30 (4): 500–517. doi: 10.1080/02680939.2014.973456
   Web of Science ®Google Scholar
• Trent, J. 2016. “The Identity Construction Experiences of Early Career English Language Teachers in Hong Kong. Great Expectations and Practical Realities.” Research Papers in Education 31 (3): 316–336. doi: 10.1080/02671522.2015.1037336
   Web of Science ®Google Scholar
• Trent, J. 2017. “Discourse, Agency and Teacher Attrition: Exploring Stories to Leave by amongst Former Early Career English Language Teachers in Hong Kong.” Research Papers in Education 32 (1): 84–105. doi: 10.1080/02671522.2016.1144215
   Web of Science ®Google Scholar
• Trent, J., and M. DeCoursey. 2011. “Crossing Boundaries and Constructing Identities: The Experiences of Early Career Mainland Chinese English Language Teachers in Hong Kong.” Asia-Pacific Journal of Teacher Education 39 (1): 65–78. doi: 10.1080/1359866X.2010.540893
   Web of Science ®Google Scholar
• Trent, J., and X. Gao. 2009. “‘At Least I’m the Type of Teacher I Want to Be’: Second-Career English Language Teachers’ Identity Formation in Hong Kong Secondary Schools.” Asia-Pacific Journal of Teacher Education 37 (3): 253–270. doi: 10.1080/13598660903052449
   Web of Science ®Google Scholar
• Trent, J., X. Gao, and M. Gu. 2014. Language Teacher Education in a Multilingual Context: Experiences from Hong Kong. Dordrecht, the Netherlands: Springer.
   Google Scholar
• Trent, J., and J. Lim. 2010. “Teacher Identity Construction in School–University Partnerships: Discourse and Practice.” Teaching and Teacher Education 26 (8): 1609–1618. doi: 10.1016/j.tate.2010.06.012
   Web of Science ®Google Scholar
• Tsui, A. 2007. “Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher.” TESOL Quarterly 41 (4): 657–680. doi: 10.1002/j.1545-7249.2007.tb00098.x
   Web of Science ®Google Scholar
• Varghese, M., S. Motha, G. Park, J. Reeves, and J. Trent. 2016. “In this Issue.” TESOL Quarterly 50 (3): 545–571. doi: 10.1002/tesq.333
   Web of Science ®Google Scholar
• Wolff, D., and P. I. De Costa. 2017. “Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST.” The Modern Language Journal 101 (S1): 76–90. doi: 10.1111/modl.12370
   Web of Science ®Google Scholar
• Xu, H. 2013. “From the Imagined to the Practiced: A Case Study on Novice EFL Teachers’ Professional Identity Change in China.” Teaching and Teacher Education 31: 79–86. doi: 10.1016/j.tate.2013.01.006
   Web of Science ®Google Scholar
• Yuan, R. 2017. “Appropriating National Curriculum Standards in Classroom Teaching: Experiences of Novice Language Teachers in China.” International Journal of Educational Research 83: 55–64. doi: 10.1016/j.ijer.2017.02.011
   Web of Science ®Google Scholar
• Yuan, R., and A. Burns. 2017. “Teacher Identity Development through Action Research: A Chinese Experience.” Teachers and Teaching 23 (6): 729–749. doi: 10.1080/13540602.2016.1219713
   Web of Science ®Google Scholar