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Reviewing Non-Native English-Speaking Teachers’ Professional Identity
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Author : Yanxiang Zhang    
Printing Year : 2016
Number : Volume 4 Issue 3
Page : 320-335
DOI Number: : 10.18298/ijlet.644
Cite : Yanxiang Zhang , (2016). Reviewing Non-Native English-Speaking Teachers’ Professional Identity. International Journal of Languages' Education and Teaching, Volume 4 Issue 3, p. 320-335. Doi: 10.18298/ijlet.644.
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Summary

This paper takes an overall literature review of non-native English-speaking teachers’ professional identity so as to bring forth the issue of “non-native speakership” and to elicit the marginal area of research on this issue. Firstly, it gives an overview description of the definition of “identity” and “professional identity” developed over the years, some related concepts and identity formation process. Then it reviews the empirical works of teacher identity, especially non-native English-speaking teachers’ professional identity. These works include research on teachers’ perception of their English proficiency, their identity construction and development and their own narrative stories. Subjects of these works range from student teachers, novice teachers and experienced teachers. Finally, it concludes that future research on this issue can still further enrich the current literature by means of wider research confines, more diversified research techniques and subjects as well.


Keywords
Non-native, English teacher, professional identity

Abstract

This paper takes an overall literature review of non-native English-speaking teachers’ professional identity so as to bring forth the issue of “non-native speakership” and to elicit the marginal area of research on this issue. Firstly, it gives an overview description of the definition of “identity” and “professional identity” developed over the years, some related concepts and identity formation process. Then it reviews the empirical works of teacher identity, especially non-native English-speaking teachers’ professional identity. These works include research on teachers’ perception of their English proficiency, their identity construction and development and their own narrative stories. Subjects of these works range from student teachers, novice teachers and experienced teachers. Finally, it concludes that future research on this issue can still further enrich the current literature by means of wider research confines, more diversified research techniques and subjects as well.


Keywords
Non-native, English teacher, professional identity

References

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