ABSTRACT
Chapter 6 highlights some of the potential pressures on teacher identity, exploring the impact EMI may have on EMI lecturers’ professional authority and sense of self-efficacy, as they try to find their feet as reflective practitioners in their English medium, multicultural classrooms. Not surprisingly, the challenges of this new context can severely influence lecturers’ sense of identity and their conceptions of their own abilities and institutional roles. The chapter explores the impact of individual factors like age, teaching experience, and language skills on both their professional and personal sense of identity and discusses whether significant differences result from disciplinary differences.
