Constructing Hybrid Identities in the Language Classroom

Abstract

This chapter explores, through autobiographical narratives, the personal experiences of two MFL teachers in the UK and how their professional identities have developed across space and time, both on a personal and professional level, through classroom interaction. The first narrative focusses on the conflicting emotional and cognitive dimensions of the author as a bilingual learner and their impact on her teacher’s and learner’s identity. It also highlights the importance of flexibility and acceptance of linguistic differences in the language classroom. The second narrative looks at how the author’s role as a language teacher has shifted in the current socio-educational context from the conventional role of language ambassador to that of intercultural mediator. Both narratives highlight the challenges and cultural adjustments experienced by the authors in order to reconcile their identities as transnational MFL teachers in the UK, at a time of fast-paced social and educational changes and greater awareness of multiculturalism.