ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book explores how teacher identity development is outlined in research using a qualitative meta-synthesis of peer-reviewed texts and articles and highlights case studies and empirical findings on the influences of context on teacher experiences and identity development in diverse parts of the world. It introduces innovative and interdisciplinary approaches to language instruction that reflects inclusivity and considers the status of English across the globe. The book provides an in-depth research analysis of the growing need to address L1 literacy skill development and L1 attrition in distinct contexts. It explores the role of language and power on the formation of language education policies and human identities. The book provides a brief overview of the growing number of English language learners (ELLs) in the United States and the increasing need to enhance professional development (PD) training programs across institutional stakeholders.
