This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. 


By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. 


This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.

chapter |10 pages

Language Teacher Learning and Practice as Identity Work

An Overview of the Field and This Volume
ByBedrettin Yazan, Kristen Lindahl

part I|51 pages

Teacher Identity Work in Narratives and Writing

chapter 1|18 pages

Repurposing Identity Reconstruction as Transformative Pedagogy

Multilingual Teachers in the US First-Year Composition Context
ByCristina Sánchez-Martín

chapter 2|15 pages

Writing Narratives, Shifting Identities

Developing Language Teacher Identity and Practice in Working With Students With Limited/Interrupted Formal Education
ByJennifer A. Morrison, Laura McBride, Alexis González

chapter 3|16 pages

At the Dinner Table

Preservice EFL Teachers’ Identity Negotiations and Resources
ByLaura M. Kennedy

part II|59 pages

Teacher Identity Work in Multimodal Spaces

chapter 4|18 pages

Understanding Language Teacher Identity

Digital Discursive Spaces in English Teacher Education and Development
ByJohn I. Liontas

chapter 6|21 pages

Unpacking Professional Identity

The Use of Multimodal Identity Texts and Duoethnographies in Language Teacher Education
ByMarlon Valencia, Sreemali Herath, Antoinette Gagné

part III|56 pages

Teacher Identity Work vis-à-vis Race, Ethnicity, and Language

chapter 7|18 pages

Reading, Writing, and Race

Sharing the Narratives of Black TESOL Professionals
ByAyanna C. Cooper, Kisha C. Bryan

chapter 8|18 pages

Anti-Oppressive Pedagogy in Language Teacher Education

A Collaborative Case Study of Identity Texts
ByJamie L. Schissel, Crissa Stephens

chapter 9|18 pages

Reality Check

Identity Struggle and Experiences of NESTs Living and Teaching Abroad
ByAlex Ho-Cheong Leung, Timothy Yip

part IV|50 pages

Teacher Identity Work vis-à-vis Teacher Emotions

chapter 10|16 pages

Teacher Emotion as Pedagogy

The Role of Emotions in Negotiating Pedagogy and Teacher Identity
ByJuyoung Song

chapter 11|16 pages

Identity, Noticing, and Emotion Among Preservice English Language Teachers

ByDaniel O. Jackson, Tomoya Shirakawa

chapter 12|16 pages

Our Job, Too

International Full-Time Non-Tenure-Track Faculty, English Language Teacher Education, and Emotionally Distressed Students in South Korea
ByMichael Jordi Mumford, Ksan Rubadeau

part V|58 pages

Teacher Identity Work in Teacher Educator-Researcher Practices

chapter 13|19 pages

Intercepting and Fluid Identities

From Reflective Teacher Educators to Reflective Teachers
ByGeorgios Neokleous, Anna Krulatz

chapter 14|21 pages

Strengths-Based Mentoring for Preservice ESL Teacher Professional Identity Development

A Self-Study of Teacher Education Practices
ByYe He, Doris Kroiss

chapter |3 pages


ByManka Varghese, Hayriye Kayi-Aydar