ABSTRACT
While English as a Second Language (ESL) teacher identity has been widely explored, there are very few, if any, studies that focus specifically on the intersectional identities and teaching experiences of Black/African American ESL educators from the United States. This qualitative study highlights the experiences of Black/African American ESL educators through narrative inquiry. This study highlights the influence of language, race, and cultural identities on their career choices, teacher preparation experiences, and experiences in the ESL classroom. Participants included two Black/African American teachers and the researchers themselves. Feelings of isolation, presumed incompetence, and their sense of commitment to their chosen professions emerged as common themes. Additionally, factors such as bilingualism, international teaching experience, professional support networks, professional development access, career trajectories, and microaggressions were examined and discussed. Findings suggest that the underrepresentation of Black/African American teacher educators within the TESOL field results in teacher identities that are ultimately shaped independently and in isolation. Recommendations and implications for practice and future research are provided.
