How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer's Identities? A Critical Ethnographic Narrative

Using critical ethnographic narrative as a tool and language socialization as the theoretical stance, the article analyzes excerpts of a language teacher's life experience and presents findings to join the existing literature. The article indicates that (a) transnational teacher identities develop in a multiple-identity system including identities as an L2 learner, teacher, user, critical thinker, and global citizen; (b) the identity development is not completely staged, but instead recurring; (c) the emergence, formation, and development of the identity system requires translanguaging, transcultural, and transnational capitals, which are accrued through socializing experiences; and (d) critical thinking and intellectual agency work as stimuli to sustain the identity development. The article contributes to the existing literature by presenting a conceptual framework in studying language teacher identities. This article ends up with some advocacy that identity as a pedagogy and tool may provide teacher educators with something innovative and helpful to conduct research in the field.

Automated summary

This article utilizes critical ethnographic narrative and language socialization theory to analyze a language teacher's life experience, finding that the development of transnational teacher identities requires translanguaging, transcultural, and transnational capitals, with critical thinking and intellectual agency serving as stimuli to sustain identity development. The article contributes to the existing literature by presenting a conceptual framework for studying language teacher identities.