This paper reviews existing studies (n = 22) on nonnative English teacher identity in L2 school contexts from 2008 to 2017. Through a systematic and rigorous process of paper selection and analysis, three major themes were identified, i.e. (1) identity development through social engagement; (2) identity conflicts and struggle at intrapersonal, interpersonal, and contextual levels; and (3) identity crisis with teacher attrition. The paper also offers a critical review on the research methodologies adopted in current nonnative teacher identity research and points out directions for future research. Based on the findings, the paper proposes a tentative framework on NNESTs' identity trajectory and calls for a transformative and action-oriented approach that can explore effective ways to promote identity development for NNESTs and teachers of different linguistic, subject and sociocultural backgrounds. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||Journal of Multilingual and Multicultural Development|
|Early online date||Oct 2018|
|Publication status||E-pub ahead of print - Oct 2018|
CitationYuan, R. (2018). A critical review on nonnative English teacher identity research: From 2008 to 2017. Journal of Multilingual and Multicultural Development. Advance online publication. doi: 10.1080/01434632.2018.1533018
- Language teacher identity
- Nonnative English teachers
- L2 contexts