ABSTRACT

Teacher identity has received increasing attention in foreign language teaching in recent years. Shifting theories in language acquisition, together with the internationalization of language education and the global spread of the English language, have complicated the process of teacher identity construction. To better understand the evolution of teacher identity amidst the tensions of language teaching in a transnational frame, this chapter explores American pre-service English teachers’ transnational identity construction through an online cross-border writing activity; more specifically, it investigates the evolution of the teachers’ identity-in-discourse, identity-in-practice, and identity-in-activity through this activity.