A Gyopo English Teacher’s Professional Identity in an EFL Context

Abstract

There is a growing research interest in language teachers’ professional identity. Nevertheless, unlike studies involving the identity of native and non-native English-speaking teachers, few studies analyzed Gyopo English teachers’ identity despite a sizeable body of Gyopo teachers in the Korean educational context. Using post-structural perspectives of identity, this case study analyzed the identities of a Gyopo instructor as an English teacher and how such identities were reflected in classroom practice. Data were collected through interviews, classroom observations, and self-reflective reports written by the participant. Findings reveal that the participant constructed multiple professional identities as a teacher with previous language learning experiences, a bridge-builder, a multitasker, and a teacher who is not a native English speaker but an American, and a replaceable person. While experiencing identity conflicts, she constantly negotiated and renegotiated her multiple, contradictory identities to position herself more favorably. Based on these findings, the present study offers pedagogical suggestions.