The Routledge Handbook of Language Teacher Identity by Tavares, Vander; Melo-Pfeifer, Sílvia;

Short description:

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.

Long description:

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, 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.

"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

Table of Contents:

Language Teacher Identity: Becoming and Being a Language Teacher

1 Poststructuralism and Language Teacher Identity

2 Positive Psychology and Language Teacher Identity

3 Identity-In-Relation: Language Teacher Identity under Decolonial Lenses

4 Feminist Research on Language Teacher Identity

5 Language Teachers Facing the Challenges of Pluralistic Approaches: Towards a New Understanding of their Identity

Anna Schröder-Sura

6 Conducting Ethnography in Language Teacher Identity Research: Applications, Issues, and Future Directions

7 Autoethnography as a Research Methodology to Study Language Teacher Identity

8 Narrative Inquiry and Language Teacher Identity

9 Arts-Based Approaches for Research on Language Teacher Identity: A Focus on Visual Methods

10 Materialities in Researching Language Teacher Multilingual Identity: Methodological Affordances of the Dominant Language Constellation

11 Researching Language Teacher Identity: Discourse and Content Analytical Approaches

12 Becoming a Language Teacher: Navigating Linguistic Discrimination and Its Intersections for Non-Native English-Speaking (NNES) Teachers

13 Challenging Monolingualism, Native-Speakerism, and Standard Language Ideology in Language Teacher Training

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

16 Language Teacher Identities in Times of Crisis: Rethinking Ideologies of Place and Space in a Transnational World

17 Neoliberal Ideology and Linguistic Entrepreneurship: Extending the Language Teacher Identity Research Agenda

18 Intersectionality in Language Teacher Identity: Conceptions, Conundrums and Ways Forward

19 Alienation, Authenticity, and Teacher Identity

20 Language Teacher Identity and Translanguaging

21 Anti-Oppressive Pedagogies and Language Teacher Identities: Issues, Strategies, and What is Yet to (Be)come

22 Language Teacher Identity Development and Multiliteracies Education

23 Teacher Identity Development through Digitally Mediated Experiences

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

26 Interplay Between Language Teacher Identity and Leadership Development: A Conceptual Framework for Research

27 Language Teacher Identity Development through Professionalization on Study Abroad

28 Who’s Teaching? A Critical Reflection on Language Teacher Identities in the Context of Newcomer and Immigrant Student Education

29 Identity Conflicts: Agency and Investment in Language Teacher Students’ Identity Development

Anne Pitkänen- Huhta and Maria Ruohotie- Lyhty

30 Initial Teacher Education and Professional Identity: Learning to Become a Foreign Language Primary Teacher

31 English-as-an-L2 Teacher Identity Development from an Intersectional Perspective

32 South Saami Teacher Identity in the Making: Becoming a Teacher and Speaker of an Indigenous Language

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