From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities

Abstract

Language teacher identity (LTI) has become essential in educational research. The discourse is progressively moving away from the deficit-based label of non-native-English-speaking teachers towards the asset-based appreciation of their multilingualism and multiculturalism. This paper explores two multilingual and multicultural English teachers’ (MMETs) LTI shift from unbecoming (experiencing negative moments in identity formation) to becoming (experiencing moments that validate the self) over life stages and national contexts, impacting their teaching pedagogies. Applying duoethnography as the methodology, data were collected through tandem writing and dialogic conversations. Findings indicate that (1) MMETs' ongoing LTI construction is enmeshed with their primary discourse, educational, professional, and cross-cultural experiences, and discourses and ideologies embedded in social contexts; (2) LTI construction entails perpetual unbecoming and becoming moments; embracing and valuing themselves multilingualism and multiculturalism is beneficial to guide MMETs toward LTI becoming; (3) MMETs' perceptions of their own and students' multilingualism impact teaching practices when instructing students. Research demonstrates that duoethnography involves four layers of identity work: storying, reflecting, dialoguing, and writing. Through duoethnography, language teachers can explore their LTI experiences, reframing their identities from the asset-based perspective and offering inspiring stories for other teachers, thus making it the potential to support professional development in teacher education.