Theorizing Language Teacher Identity: Three Perspectives and Beyond

Abstract

Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) social identity theory, Lave and Wenger's (1991) theory of situated learning, and Simon's (1995) concept of the image-text. It is seen that each theoretical perspective allows us to investigate different substantive and theoretical aspects of language teacher identity and that there are strong conceptual resonances among the different approaches. While in isolation each theory has its limitations, an openness to multiple theoretical approaches allows a richer and more useful understanding of the processes and contexts of teacher identity.