Routledge Handbook of Language Teacher Identity

Vander Tavares is Associate Professor of Education at the University of Inland Norway. His research interests include critical second language education, teacher education, and the internationalization of higher and language education. He is the editor of Social Justice through Pedagogies of Multiliteracies (2024, Routledge).Silvia Melo-Pfeifer is Full Professor at the University of Hamburg. She carries out research on pluralistic approaches to language learning and teaching, with particular emphasis on intercomprehension across languages of the same linguistic family, heritage language education, and foreign language teacher education.

"Tavares and Melo-Pfeifer present us here with a kaleidoscope of frameworks, contexts, processes and ideologies that they masterfully weave into a coherent and ground-breaking theory of language teacher identity development, as it focuses on a dynamic process of becoming and being."Ofelia García, The Graduate Center, City University of New York"This Handbook assembles cutting-edge research on language teacher identity from a global perspective. The combination of innovative theoretical and methodological approaches and the rich and diverse empirical evidence makes the volume an essential reference for anyone researching on language teacher identity and teacher development broadly."Li Wei, Director and Dean, UCL Institute of Education"This Handbook offers an exciting roadmap of the burgeoning field of language teacher identity. Its conceptualization is comprehensive and original, its content both engaging and accessible. It brims with fascinating new insights and it moves the domain forward. A tour de force and formidable resource certain to become deeply influential!"Lourdes Ortega, Georgetown University

• Language Teacher Identity: Becoming and Being a Language Teacher Sílvia Melo-Pfeifer and Vander TavaresPART I: Theoretical Perspectives on Language Teacher Identity Development 1 Poststructuralism and Language Teacher Identity Hayriye Kayi-Aydar, Rachel Bhansari, and Manka Varghese2 Positive Psychology and Language Teacher Identity Dorota Werbińska3 Identity-In-Relation: Language Teacher Identity under Decolonial Lenses Ana Paula Martinez Duboc4 Feminist Research on Language Teacher Identity Reiko Yoshihara5 Language Teachers Facing the Challenges of Pluralistic Approaches: Towards a New Understanding of their IdentityAnna Schröder-SuraPART II: Analytical and Methodological Approaches 6 Conducting Ethnography in Language Teacher Identity Research: Applications, Issues, and Future Directions Yuan Sang7 Autoethnography as a Research Methodology to Study Language Teacher Identity Bedrettin Yazan, Cynthia Gibson, and Amanda de Oliveira Silva8 Narrative Inquiry and Language Teacher Identity Gary Barkhuizen9 Arts-Based Approaches for Research on Language Teacher Identity: A Focus on Visual Methods Sílvia Melo-Pfeifer and Vander Tavares10 Materialities in Researching Language Teacher Multilingual Identity: Methodological Affordances of the Dominant Language Constellation Nayr C. Ibrahim11 Researching Language Teacher Identity: Discourse and Content Analytical Approaches Li LiPART III: Language Teacher Identity Development and Ideologies 12 Becoming a Language Teacher: Navigating Linguistic Discrimination and Its Intersections for Non-Native English-Speaking (NNES) Teachers Nashid Nigar and Sender Dovchin13 Challenging Monolingualism, Native-Speakerism, and Standard Language Ideology in Language Teacher TrainingEnric Llurda and Júlia Calvet-Terré14 Toward a Dual-Level Intersectionality Theory for Critical Multilingual Teacher Education: Excavating Identity through Cross-Circle Englishes Patriann Smith, Darlshawn Patterson, and Dianne Wellington15 Critical Race Theory for Language Teacher Identity Research and Practice in English Language Teaching Hyesun Cho16 Language Teacher Identities in Times of Crisis: Rethinking Ideologies of Place and Space in a Transnational World Ali Fuad Selvi17 Neoliberal Ideology and Linguistic Entrepreneurship: Extending the Language Teacher Identity Research Agenda Peter I. De Costa and Nari Kim18 Intersectionality in Language Teacher Identity: Conceptions, Conundrums and Ways Forward Yuzuko Nagashima and Luke Lawrence19 Alienation, Authenticity, and Teacher Identity Robert J. Lowe and Richard S. PinnerPART IV: Language Teacher Identity Development through Pedagogical Innovations 20 Language Teacher Identity and Translanguaging Zhongfeng Tian and Jiaxuan Zong21 Anti-Oppressive Pedagogies and Language Teacher Identities: Issues, Strategies, and What is Yet to (Be)come Maverick Y. Zhang and Jamie L. Schissel22 Language Teacher Identity Development and Multiliteracies Education Dagmar Abendroth-Timmerand David Gerlach23 Teacher Identity Development through Digitally Mediated Experiences Kenan DikilitasPART V: Language Teacher Identity across the Professional Development Span 24 Language Teacher Identity and Professional Development: Reflecting on Debates, Connections, and Research Avenues Ana Sofia Pinho25 Language Teacher Identity and Agency in Contexts of Introduction Programs Bureaucracy Marte Nordanger26 Interplay Between Language Teacher Identity and Leadership Development: A Conceptual Framework for Research Kashif Raza27 Language Teacher Identity Development through Professionalization on Study Abroad Meike Wernicke28 Who’s Teaching? A Critical Reflection on Language Teacher Identities in the Context of Newcomer and Immigrant Student Education Marigona Morina, Fabielle Rocha Cruz and Rahat Zaidi 29 Identity Conflicts: Agency and Investment in Language Teacher Students’ Identity Development Anne Pitkänen- Huhta and Maria Ruohotie- LyhtyPART VI: Language Teacher Identity Development across Educational and Linguistic Contexts 30 Initial Teacher Education and Professional Identity: Learning to Become a Foreign Language Primary TeacherAna Isabel Andrade, Filomena Martins, and Ana Raquel Simoes31 English-as-an-L2 Teacher Identity Development from an Intersectional Perspective Vander Tavares and Sílvia Melo-Pfeifer32 South Saami Teacher Identity in the Making: Becoming a Teacher and Speaker of an Indigenous Language David Kroik33 Language Teacher Identities of Teachers of Multiple Languages Eric K. Ku34 Identity as a Concept for Professional Knowledge of Teachers in Content and Language Integrated Learning: Potential and Limitations Andreas Bonnet and Stephan Breidbach