I Speak Chinese but I Am Teaching English: Exploring the Influence of Nonnative Speakership in the Construction of Language Teacher Identity

Abstract

This research aims to explore how two Chinese English-as-a-foreign-language (EFL) teachers construct their professional identity as nonnative English teachers with the influence of the social factor – nonnativeness. It adopts a modern approach of identity that its formation is an ongoing process, and Wenger’s (1998) theory of identity that one acquires identity through the participation in various communities of practice. It is designed to be a qualitative study of two Chinese EFL teachers’ construction of teaching identity. The subjects negotiate the meaning of “teaching English” within various communities of practice. Findings suggest that the process of negotiation begins long before they enter their teaching career. And this process has been going through the whole process of identity construction. Findings also reveal a duel identity discursively constructed by the two subjects – both as an English teacher and learner. In addition, their nonnative speakership has played a significant role during the formation of teaching identity and has greatly influenced the way they teach. Finally, being nonnative can be advantageous in terms of language teaching.