The purpose of this narrative exploration is to examine the identity construction of international student working as pre-service ESL teacher in an English program in the US’ research-integrated University. Theories on language teacher identity propose LTI is a complex and multifaceted concept encompasses the beliefs, value, attitude, and experiences that shape the sense of self in addition to the role as language educator. In addition, this study adapted the poststructuralist approach in which the identity is constructed through a combination of individual agency and social influences, consisting of various roles and subject positions. The data were collected throughout the beginning the spring 2023 semester from three stages of semi-structured interviews, class observation, and author’s field notes to get the data triangulation, the result reveals the factors influencing the identity construction in her trajectory: language competence, educational background, and affirmative discourse at work. These factors led to her investment in her teaching strategies and participation in the community of practice where she engaged and included herself in. Overall, this study presents the way in which the ESL teacher identity is linked with notions of individual agency and public discourse in the community of practice.

Authors:
Biaz Nabilla, Arizona State University, United States

About the Presenter(s)
Ms Biaz Nabilla is a University Postgraduate Student at Arizona State University in United States

See this presentation on the full schedule – On Demand Schedule

Bookmark