Communicative Construction of Teacher Identity: A Phenomenological Study of Being A Non-Native English-Speaking Teacher in the United States

Abstract

Addressing the need of non-native English-speaking teachers (NNESTs) to construct an identity as legitimate professionals in the English language teaching arena, this study focuses on the importance of dialogues in creating a more empowering conceptualization of self. Teacher identity construction has been studied under the various traditions of communication theory; however, this study explored identity construction by situating this to Phenomenological Tradition wherein the concept of “otherness” or discourse between self and others is applied.

This is a qualitative study that used the methodologies of autoethnography and narrative inquiry. In this study, the researcher used dialogic reflection as a NNEST teaching native English-speaking students in the United States. The autoethnographic data were collected and analyzed to answer the research questions: (1) What is my view of English language teaching as a non-native English-speaking teacher teaching native English-speaking students? And (2) How does my view of English language teaching, through my discourse and interactions with my native English-speaking students, parents, and colleagues, shape my professional identity as an English teacher?

Dialogues were used to generate rich, detailed views of language teaching. Data analysis from narrative dialogues illuminated five global themes: language teaching (1) requires extra effort; (2) needs accountability; (3) entails engagement and practicality; (4) based on teachers’ personal qualities; (5) requires knowledge, skills, and professionalism. These views shape the researcher’s identity as a (1) supporter; (2) facilitator; and (3) motivator. The findings of the study suggest that dialogues are a strong motivational factor for the construction of teacher identity and that they can be used to explore personal experiences and be connected to wider cultural and social understandings of identity formation.