Reviewing non-native English-speaking teachers' professional identity
International Journal of Languages' Education and Teaching
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
... -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. These early descriptions of identity had emphasized a stable and fixed nature of identity as well as the shaping of identity. That is, individuals construct their identity through experience, but identity then remains unchanged, or only slightly changes once it is constructed. Modern manifestations of identity and identity formation, influenced by constructivism, tend to emphasize the dynamic nature of identity and social contexts under which identity is constructed. Beijaard (1995) defined identity as who or what someone is, the various meanings people can attach to themselves, or the meanings attributed by others. Norton (2000) related the concept of identity to "time and space" in which a person understands his or her relationship with the world.