The Routledge Handbook of Language Teacher Identity is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance.
The Routledge Handbook of Language Teacher Identity
is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance.
This Handbook is organized into six interconnected, sequential parts: theoretical perspectives, analytical and methodological approaches, development and ideologies, innovations, professional development, and specific language teaching contexts. Contributors engage with perspectives and possibilities on an international scale, addressing issues of racism, sexism, ethnocentrism, linguicism, accentism, native-speakerism, neo-nationalism, neoliberalism, and (dis)ability, exploring how these intersect with language teachers’ professionalization, sense of belonging, authenticity, and legitimacy. Written in accessible language, thirty-four carefully curated chapters identify the major trends and developments in the field, including translanguaging, digital language teaching, study-abroad, and leadership. The volume also amplifies voices from systematically underrepresented groups, such as teachers of multiple languages and Indigenous language teachers.
This reliable source is of specialised interest for language teachers, teacher educators, students and researchers in the fields of language education and applied linguistics. It supports both academic research and policy development.
Arvustused
"Tavares and Melo-Pfeifer present us here with a kaleidoscope of frameworks, contexts, processes and ideologies that they masterfully weave into a coherent and ground-breaking theory of language teacher identity development, as it focuses on a dynamic process of becoming and being."
Ofelia García, The Graduate Center, City University of New York
"This Handbook assembles cutting-edge research on language teacher identity from a global perspective. The combination of innovative theoretical and methodological approaches and the rich and diverse empirical evidence makes the volume an essential reference for anyone researching on language teacher identity and teacher development broadly."
Li Wei, Director and Dean, UCL Institute of Education
"This Handbook offers an exciting roadmap of the burgeoning field of language teacher identity. Its conceptualization is comprehensive and original, its content both engaging and accessible. It brims with fascinating new insights and it moves the domain forward. A tour de force and formidable resource certain to become deeply influential!"
Lourdes Ortega, Georgetown University
Language Teacher Identity: Becoming and Being a Language Teacher
Sílvia Melo-Pfeifer and Vander Tavares
PART I: Theoretical Perspectives on Language Teacher Identity Development
1 Poststructuralism and Language Teacher Identity
Hayriye Kayi-Aydar, Rachel Bhansari, and Manka Varghese
2 Positive Psychology and Language Teacher Identity
Dorota Werbiska
3 Identity-In-Relation: Language Teacher Identity under Decolonial Lenses
Ana Paula Martinez Duboc
4 Feminist Research on Language Teacher Identity
Reiko Yoshihara
5 Language Teachers Facing the Challenges of Pluralistic Approaches: Towards
a New Understanding of their Identity
Anna Schröder-Sura
PART II: Analytical and Methodological Approaches
6 Conducting Ethnography in Language Teacher Identity Research: Applications,
Issues, and Future Directions
Yuan Sang
7 Autoethnography as a Research Methodology to Study Language Teacher
Identity
Bedrettin Yazan, Cynthia Gibson, and Amanda de Oliveira Silva
8 Narrative Inquiry and Language Teacher Identity
Gary Barkhuizen
9 Arts-Based Approaches for Research on Language Teacher Identity: A Focus on
Visual Methods
Sílvia Melo-Pfeifer and Vander Tavares
10 Materialities in Researching Language Teacher Multilingual Identity:
Methodological Affordances of the Dominant Language Constellation
Nayr C. Ibrahim
11 Researching Language Teacher Identity: Discourse and Content Analytical
Approaches
Li Li
PART III: Language Teacher Identity Development and Ideologies
12 Becoming a Language Teacher: Navigating Linguistic Discrimination and Its
Intersections for Non-Native English-Speaking (NNES) Teachers
Nashid Nigar and Sender Dovchin
13 Challenging Monolingualism, Native-Speakerism, and Standard Language
Ideology in Language Teacher Training
Enric Llurda and Júlia Calvet-Terré
14 Toward a Dual-Level Intersectionality Theory for Critical Multilingual
Teacher Education: Excavating Identity through Cross-Circle Englishes
Patriann Smith, Darlshawn Patterson, and Dianne Wellington
15 Critical Race Theory for Language Teacher Identity Research and Practice
in English Language Teaching
Hyesun Cho
16 Language Teacher Identities in Times of Crisis: Rethinking Ideologies of
Place and Space in a Transnational World
Ali Fuad Selvi
17 Neoliberal Ideology and Linguistic Entrepreneurship: Extending the
Language Teacher Identity Research Agenda
Peter I. De Costa and Nari Kim
18 Intersectionality in Language Teacher Identity: Conceptions, Conundrums
and Ways Forward
Yuzuko Nagashima and Luke Lawrence
19 Alienation, Authenticity, and Teacher Identity
Robert J. Lowe and Richard S. Pinner
PART IV: Language Teacher Identity Development through Pedagogical
Innovations
20 Language Teacher Identity and Translanguaging
Zhongfeng Tian and Jiaxuan Zong
21 Anti-Oppressive Pedagogies and Language Teacher Identities: Issues,
Strategies, and What is Yet to (Be)come
Maverick Y. Zhang and Jamie L. Schissel
22 Language Teacher Identity Development and Multiliteracies Education
Dagmar Abendroth-Timmerand David Gerlach
23 Teacher Identity Development through Digitally Mediated Experiences
Kenan Dikilitas
PART V: Language Teacher Identity across the Professional Development Span
24 Language Teacher Identity and Professional Development: Reflecting on
Debates, Connections, and Research Avenues
Ana Sofia Pinho
25 Language Teacher Identity and Agency in Contexts of Introduction Programs
Bureaucracy
Marte Nordanger
26 Interplay Between Language Teacher Identity and Leadership Development: A
Conceptual Framework for Research
Kashif Raza
27 Language Teacher Identity Development through Professionalization on Study
Abroad
Meike Wernicke
28 Whos Teaching? A Critical Reflection on Language Teacher Identities in
the Context of Newcomer and Immigrant Student Education
Marigona Morina, Fabielle Rocha Cruz and Rahat Zaidi
29 Identity Conflicts: Agency and Investment in Language Teacher Students
Identity Development
Anne Pitkänen- Huhta and Maria Ruohotie- Lyhty
PART VI: Language Teacher Identity Development across Educational and
Linguistic Contexts
30 Initial Teacher Education and Professional Identity: Learning to Become a
Foreign Language Primary Teacher
Ana Isabel Andrade, Filomena Martins, and Ana Raquel Simoes
31 English-as-an-L2 Teacher Identity Development from an Intersectional
Perspective
Vander Tavares and Sílvia Melo-Pfeifer
32 South Saami Teacher Identity in the Making: Becoming a Teacher and Speaker
of an Indigenous Language
David Kroik
33 Language Teacher Identities of Teachers of Multiple Languages
Eric K. Ku
34 Identity as a Concept for Professional Knowledge of Teachers in Content
and Language Integrated Learning: Potential and Limitations
Andreas Bonnet and Stephan Breidbach
Vander Tavares is Associate Professor of Education at the University of Inland Norway. His research interests include critical second language education, teacher education, and the internationalization of higher and language education. He is the editor of Social Justice through Pedagogies of Multiliteracies (2024, Routledge).
Silvia Melo-Pfeifer is Full Professor at the University of Hamburg. She carries out research on pluralistic approaches to language learning and teaching, with particular emphasis on intercomprehension across languages of the same linguistic family, heritage language education, and foreign language teacher education.
