Skip to main content
SpringerLink
Log in
Book cover

Negotiating Identity in Modern Foreign Language Teaching pp 1–15Cite as

Palgrave Macmillan

Introduction to Negotiating Identity in Modern Foreign Language Teaching

  • Chapter
  • First Online:

Abstract

After an initial overview of the key literature on language teacher identity within SLA, which underpins the book, the introductory chapter explains the aims of the volume—to shed light on MFL teachers as agents in the construction and negotiation of their own professional identities and to explore how their identity is shaped by contextual factors as well as by cultural and linguistic influences. The epistemological positioning adopted by the writers, a socio-constructivist view of language teacher identity, sustains the collection of chapters in the book. These, as explained in this introductory chapter, are arranged into empirical studies—teachers researching teachers’ professional identity and their lived experiences of teaching—and auto-ethnographic personal narratives of teachers’ experiences of becoming MFL teachers. The chapter provides a brief outline of the concluding remarks and reflections at the end of the book.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Akkerman, Sanne F., and Paulien C. Meijer. 2011. A Dialogical Approach to Conceptualizing Teacher Identity. Teaching and Teacher Education 27: 308–319.

    Google Scholar 

  • Allwright, Dick, and Judith Hanks. 2009. The Developing Language Learner: An Introduction to Exploratory Practice. Basingstoke: Palgrave Macmillan.

    Google Scholar 

  • Ashwin, Sarah. 2006. Dealing with Devastation in Russia: Men and Women Compared. In Adapting to Russia’s New Labour Market: Gender and Employment Behaviour, ed. Sarah Ashwin, 1–30. London: Routledge.

    Google Scholar 

  • Assmann, Aleida. 2014. Transnational Memories. European Review 22 (4): 546–556.

    Google Scholar 

  • Bamberg, Michael, and Alexandra Georgakopoulou. 2008. Small Stories as a New Perspective in Narrative and Identity Analysis. Text and Talk 23: 377–396.

    Google Scholar 

  • Bandura, Albert. 2015. Self-Regulation of Motivation and Action Through Internal Standards and Goal Systems. Goal Concepts in Personality and Social Psychology 23: 19–85. https://doi.org/10.4324/9781315717517.

    Article  Google Scholar 

  • Barkhuizen, Gary (ed.). 2017. Reflections on Language Teacher Identity Research. New York: Routledge.

    Google Scholar 

  • Barkhuizen, Gary, Phil Benson, and Alice Chik. 2014. Narrative Inquiry in Language Teaching and Learning Research. New York and London: Routledge.

    Google Scholar 

  • Beauchamp, Catherine, and Lynn Thomas. 2009. Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education. Cambridge Journal of Education 39 (2): 175–189.

    Google Scholar 

  • Beijaard, Douwe, Paulien C. Meijer, and Verloop Nico. 2004. Reconsidering Research on Teachers’ Professional Identity. Teaching and Teacher Education 20 (2): 107–128.

    Google Scholar 

  • Block, David. 2014. Second Language Identities, 2nd ed. London: Bloomsbury.

    Google Scholar 

  • Block, David. 2015. Becoming a Language Teacher: Constrains and Negotiations in the Emergence of New Identities. Bellaterra Journal of Teaching and Learning Language and Literature 8 (3): 9–26.

    Google Scholar 

  • Block, David. 2017. Journey to the Centre of Language Teacher Identity. In Reflections on Language Teacher Identity Research, ed. Gary Barkhuizen, 31–36. New York: Routledge.

    Google Scholar 

  • Bourdieu, Pierre, and Loïc Wacquant. 1992. An Invitation to Reflexive Sociology. Chicago and London: The University of Chicago Press.

    Google Scholar 

  • Byram, Katra, and Claire Kramsch. 2008. Why Is It So Difficult to Teach Language as Culture? The German Quarterly 81 (1): 20–34.

    Google Scholar 

  • Canrinus, Esther T., Michelle Helms-Lorenz, Douwe Beijaard, Jaap Buitink, and Adriaan Hofman. 2011. Profiling Teachers’ Sense of Professional Identity. Educational Studies 37 (5): 593–608.

    Google Scholar 

  • Cheung, Yin Ling, Selim Ben Said, and Kwanghyun Park (eds.). 2015. Advances and Current Trends in Language Teacher Identity Research. London: Routledge.

    Google Scholar 

  • Clandinin, Jean. 2016. Engaging in Narrative Inquiry. Abingdon and New York: Routledge.

    Google Scholar 

  • Cochran-Smith, Marilyn, and Susan L. Lytle. 2004. Practitioner Inquiry, Knowledge, and University Culture. In International Handbook of Self-Study of Teaching and Teacher Education Practices, ed. John J. Loughran, Mary L. Hamilton, and Vicki K. LaBoskey, 12. Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-6545-3_16.

    Google Scholar 

  • Deci, Edward L., and Richard M. Ryan. 2012. Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory. In The Oxford Handbook of Human Motivation, ed. Richard M. Ryan, 85–107. New York: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006.

    Google Scholar 

  • De Costa, Peter I., and Bonny Norton. 2017. Introduction: Identity, Transdisciplinarity and the Good Language Teacher. The Modern Language Journal 101. https://doi.org/10.1111/modl.123680026-7902/17/3-14.

  • De Fina, Anna, and Alexandra Georgakopoulou (eds.). 2015. The Handbook of Narrative Analysis. Chichester and Malden: Wiley Blackwell.

    Google Scholar 

  • Dewaele, Jean-Marc. 2010. Emotions in Multiple Languages. London: Palgrave Macmillan.

    Google Scholar 

  • Duff, Patricia, and Yuko Uchida. 1997. The Negotiation of Teachers’ Sociocultural Identities and Practices in Postsecondary EFL Classrooms. TESOL Quarterly 31 (3): 451–461.

    Google Scholar 

  • Erll, Astrid. 2011. Memory in Culture. London: Macmillan.

    Google Scholar 

  • Farrell, Thomas S. C. 2007. Reflective Language Teaching: From Research to Practice. London: Continuum.

    Google Scholar 

  • Finlay, Linda. 2009. Debating Phenomenological Research Methods. Phenomenology and Practice 3 (1): 6–25.

    Google Scholar 

  • Gee, James Paul. 2000. Identity as an Analytic Lens for Research in Education. Review of Research in Education 25: 99–125.

    Google Scholar 

  • Grenfell, Michael, Kelly Michael, and Diana Jones. 2003. The European Language Teacher: Recent Trends and Future Developments in Teacher Education. Oxford: Peter Lang.

    Google Scholar 

  • Hargreaves, Andy. 1998. The Emotional Practice of Teaching. Teaching and Teacher Education 14 (8): 835–854.

    Google Scholar 

  • Isenbarger, Lynn, and Michalinos Zembylas. 2006. The Emotional Labour of Caring in Teaching. Teaching and Teacher Education 22: 120–134. https://doi.org/10.1016/j.tate.2005.07.002.

    Article  Google Scholar 

  • Jiménez Raya, Manuel, and Terry Lamb (eds.). 2008. Pedagogy for Autonomy in Modern Languages Education in Europe: Theory, Practice and Teacher Education. Dublin: Authentik.

    Google Scholar 

  • Johnson, Karen E., and Paula R. Golombek. 2002. Teachers’ Narrative Inquiry as Professional Development. Cambridge: Cambridge University Press.

    Google Scholar 

  • Kanno, Yasuko, and Christian Stuart. 2011. Learning to Become a Second Language Teacher: Identities-in-Practice. Modern Language Journal 95 (2): 236–252.

    Google Scholar 

  • King, Jim. 2015. “It’s Time, Put on the Smile, It’s Time!”: The Emotional Labour of Second Language Teaching Within a Japanese University. In New Directions in Language Learning Psychology, Second Language Learning and Teaching, ed. Christina Gkonou, et al., 97–112. Springer. ProQuest Ebook Central. http://ebookcentral.proquest.com/lib/kcl/detail.action?docID=4179464. Accessed 15 January 2019.

    Google Scholar 

  • Kramsch, Claire. 1998. Language and Culture. Oxford: Oxford University Press.

    Google Scholar 

  • Kramsch, Claire. 2014. Teaching Foreign Languages in an Era of Globalization: An Introduction. Modern Language Journal 98: 296–311.

    Google Scholar 

  • Lytle, Susan L. 2008. At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better. Journal for Research in the Teaching of English 42 (3): 373–379. http://repository.upenn.edu/gse_pubs/153.

  • Mercer, Sarah, and Achilleas Kostoulas. 2018. Language Teacher Psychology. Bristol: Multilingual Matters.

    Google Scholar 

  • Morgan, Brian, and Mathew Clarke. 2011. Identity in Second Language Teaching and Learning. In Handbook of Research in Second Language Teaching and Learning, ed. Eli Hinkel, 817–836. New York: Routledge.

    Google Scholar 

  • Murray, Garold, Xuesong Gao, and Terry Lamb (eds.). 2011. Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters.

    Google Scholar 

  • Murray, Louis. 1992. What Is Practitioner Based Enquiry? Journal of In-Service Education 18 (3): 191–196. https://doi.org/10.1080/0305763920180309.

    Article  Google Scholar 

  • Nunan, David, and Julie Choi (eds.). 2010. Language and Culture. Reflective Narratives and the Emergence of Identity. New York and London: Routledge.

    Google Scholar 

  • O’Connor, Kate E. 2008. “You Choose to Care”: Teachers, Emotions and Professional Identities. Teaching and Teacher Education: An International Journal of Research and Studies 2 (1): 117–126.

    Google Scholar 

  • Pachler, Norbert, Michael Evans, Ana Redondo, and Linda Fisher. 2014. Learning to Teach Foreign Languages in the Secondary School. London: Routledge.

    Google Scholar 

  • Park, Gloria. 2017. Narratives of East Asian Women Teachers of English: Where Privilege Meets Marginalization. Bristol: Multilingual Matters.

    Google Scholar 

  • Pavlenko, Aneta and Norton Bonny. 2018. Imagined Communities, Identity, and English Language Learning. In International Handbook of English Language Teaching, ed. Jim Cummins and Chris Davidson, 669–680. New York: Springer.

    Google Scholar 

  • Richards, Keith. 2006. Being the Teacher: Identity and Classroom Conversation. Applied Linguistics 27 (1): 51–77.

    Google Scholar 

  • Riessman, Catherine. K. 2003. Narrative Analysis. London and Newbury Park, CA: Sage.

    Google Scholar 

  • Rothberg, Michael. 2014. Locating Transnational Memory. European Review 22: 652–656.

    Google Scholar 

  • Sachs, Judyth. 2001. Teacher Professional Identity: Competing Discourses, Competing Outcomes. Journal of Education Policy 16 (2): 149–161. https://doi.org/10.1080/02680930116819.

    Article  Google Scholar 

  • Sutton, Rosemary E., and Karl F. Wheatley. 2003. Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review 15 (4): 327–358. https://doi.org/10.1023/A:1026131715856.

    Article  Google Scholar 

  • Tabouret-Keller, Andrée. 1997. Language and Identity. In The Handbook of Sociolinguistics, ed. Florian Coulmas, 315–326. Oxford: Blackwell.

    Google Scholar 

  • Taylor, Florentina. 2013. Relational Views of the Self in SLA. In Multiple Perspectives on the Self in Second Language Acquisition, ed. Sarah Mercer and Marion Williams, 92–103. Bristol: Multilingual Matters.

    Google Scholar 

  • Taylor, Florentina, Vera Busse, Lubina Gagova, Emma Marsden, and Barabara Roosken. 2013. Identity in Foreign Language Learning and Teaching: Why Listening to Our Students’ and Teachers’ Voices Really Matters. ELT Research Papers 13–02.

    Google Scholar 

  • Tsui, Amy B.M. 2011. Teacher Education and Teacher Development. In Handbook of Research in Second Language Teaching and Learning, ed. Eli Hinkel, 21–40. New York: Routledge.

    Google Scholar 

  • Vähäsantanen, Katja. 2015. Professional Agency in the Stream of Change: Understanding Educational Change and Teachers’ Professional Identities. Teaching and Teacher Education 47. https://doi.org/10.1016/j.tate.2014.11.006.

    Google Scholar 

  • Van Leeuwen, Theo. 2009. Discourses of Identity. Language Teaching 42 (2): 212–221. https://dol.org/10.1017/S0261444808005508.

    Google Scholar 

  • Varghese, Manka, Brian Morgan, Bill Johnston, and Kimberly A. Johnson. 2005. Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education 4 (1): 21–44. https://doi.org/10.1207/s15327701jlie0401_2.

    Article  Google Scholar 

  • Varghese, Manka, Suhanthie Motha, Gloria Park, John Trent, and Jenelle Reeves. 2016. Language Teacher Identity in (Multi)lingual Educational Contexts. Special Issue, TESOL Quarterly 50 (3). https://doi.org/10.1002/tesq.333.

    Google Scholar 

  • Wenger, Etienne. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.

    Google Scholar 

  • Werbińska, Dorota. 2017. The Formation of Language Teacher Professional Identity. A Phenomenographic-Narrative Study. Słupsk: Akademia Pomorska w Słupsk.

    Google Scholar 

  • Wilkins, Chris, Hugh Busher, Michalis Kakos, Carmen Mohamed, and Joan Smith. 2012. Crossing Borders: New Teachers Co-constructing Professional Identity in Performative Times. Professional Development in Education 38 (1): 65–78.

    Google Scholar 

  • Zembylas, Michalinos. 2005. Emotions and Teacher Identity: A Poststructural Perspective. Teacher and Teaching: Theory and Practice 9: 214–238. https://doi.org/10.1080/13540600309378.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Arts and Humanities, King’s College London, London, UK

    Matilde Gallardo

Authors
  1. Matilde Gallardo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Matilde Gallardo .

Editor information

Editors and Affiliations

  1. Faculty of Arts and Humanities, King's College London, London, UK

    Matilde Gallardo

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Gallardo, M. (2019). Introduction to Negotiating Identity in Modern Foreign Language Teaching. In: Gallardo, M. (eds) Negotiating Identity in Modern Foreign Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27709-3_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-27709-3_1

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-27708-6

  • Online ISBN: 978-3-030-27709-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation