ABSTRACT
This chapter discusses the study that aims to understand teachers' multiple identities by investigating how L2 writing teachers in university composition courses construct and negotiate their identities through talk about course goals, practices, and roles as teachers of multilingual writers. It describes the qualitative analysis of interviews with seven composition teachers' revealed three overarching identities: general writing teacher identity; language teacher identity; and L2 writing teacher identity. However, the extent to which teachers identified as a language teacher and/or an L2 writing teacher varied, with some teachers resisting certain identities and others communicate identities in development. The chapter focuses on identity-in-discourse and identity-in-practice as they are constructed through the teachers' discourse. It deals with the multiple identities that composition teachers communicate as they talk about their class goals, practices, assignments, and assessments. The chapter talks about the L2 writing teacher identity characterized by the avoidance of extreme positions on grammar feedback that is either correcting everything or correcting nothing.
