ABSTRACT
Technology impacts language teachers’ teaching and the way they construct their identities. This study explores how a group of language teachers constructed their identity as technology-using teachers through taking and aligning stances multimodally in an online learning space. Using discourse analysis, this chapter examines how five language teachers constructed “identity texts” while they participated in online text-based discussions and video-based tasks. Findings show that participants positioned themselves as teachers who embraced using technology in language classrooms by emphasizing their responsibility in and when using technology, and by displaying knowledgeability as technology users. As community members in a classroom, the participants co-constructed and negotiated their identity by aligning and evaluating one and another’s stances toward technology use. Finally, the affordances of the online medium and the use of video-based tasks enabled the teachers to form “identity texts” and negotiate identity stances via both verbal and non-verbal discursive resources (e.g., facial expressions, gesture, gaze, tone, and code switching).
