ABSTRACT
Research on identity and its connection to language learning reveals a relationship that has become increasingly more complex and broad in scope over recent years. A teacher presenting a workshop on the findings of an action research project, for example, is both teacher and researcher. In envisaging a research agenda for the future of identity in language learning and teaching, Peter De Costa and Bonny Norton draw attention to a number of current issues and developments that illustrate the diversity and scope in the field. A concluding theme in research on language teacher identity is that it is necessary for teachers themselves to be aware of their own identities and how they relate to their practices. The implication of this research, therefore, is that teacher education and professional development programs should offer opportunities for teachers to systematically examine their working lives to better understand ‘who they are’.
