The Routledge Handbook of Language Teacher Identity.

Format:

Book

Author/Creator:

Tavares, Vander.

Series:

Routledge Handbooks in Applied Linguistics Series

Language:

English

Physical Description:

1 online resource (605 pages)

Edition:

1st ed.

Place of Publication:

Oxford : Taylor & Francis Group, 2026.

Summary:

The Routledge Handbook of Language Teacher Identity is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance.

Contents:

Cover

Endorsement

Half Title

Series Information

Title Page

Copyright Page

Table of Contents

List of Contributors

Acknowledgments

Language Teacher Identity: Becoming and Being a Language Teacher

0.1 Introduction

0.2 Identity in Connection to Becoming and Being a Language Teacher: A Multifaceted Concept

0.3 Overall Organization of the Handbook and Individual Contributions

0.3.1 Theoretical Perspectives On Language Teacher Identity Development

0.3.2 Analytical and Methodological Approaches

0.3.3 Language Teacher Identity Development and Ideologies

0.3.4 Language Teacher Identity Development Through Pedagogical Innovations

0.3.5 Language Teacher Identity Across the Professional Development Span

0.3.6 Language Teacher Identity Development Across Educational and Linguistic Contexts

0.4 Conclusion and Further Perspectives

References

Part I Theoretical Perspectives On Language Teacher Identity Development

1 Poststructuralism and Language Teacher Identity

1.1 Introduction

1.2 Foundations of Poststructuralism and Language Teacher Identity

1.2.1 Power and Discourse

1.2.2 Deconstructing and Destabilizing the Subject

1.2.3 Performativity

1.3 Research Methods in Poststructuralist LTI Studies

1.4 Criticisms and Limitations of Poststructuralism

1.5 Implications for Language Teacher Education and Identity and Future Directions

1.6 Conclusion

Related Chapters

2 Positive Psychology and Language Teacher Identity

2.1 Introduction

2.2 Concepts

2.2.1 Positive Psychology

2.2.2 Teacher Identity

2.3 The First Wave

2.3.1 Assumptions

2.3.2 The Teacher as a Happy Person

2.4 The Second Wave

2.4.1 Assumptions

2.4.2 The Teacher as a Sense-Making Individual

2.5 The Third Wave

2.5.1 Assumptions.

2.5.2 The Teacher as a Needed Transformer

2.6 Putting It All Together

2.7 Future Research Directions

2.8 Conclusion

3 Identity-In-Relation: Language Teacher Identity Under Decolonial Lenses

3.1 Introduction

3.2 Language Teacher Development: From Cognitive Perspectives to the Sociocultural Turn

3.3 When Language Teacher Development Theories Meet Identity Issues

3.4 Decoloniality and the Field of Language Studies

3.5 Identity-In-Relation: LTI From a Decolonial Perspective

3.6 Conclusion

4 Feminist Research On Language Teacher Identity

4.1 Introduction

4.2 Feminist Research

4.2.1 What Is Feminist Research?

4.2.2 Elements of Feminist Research

4.2.2.1 Women's Experiences as Knowledge

4.2.2.2 Situating the Feminist 'I'

4.2.2.3 Awareness of Power Dynamics

4.2.2.4 Feminist Research as Social Change

4.3 Feminist Theoretical Frameworks, Qualitative Research, and Concerns

4.3.1 Feminist Theoretical Frameworks

4.3.2 Feminist Qualitative Research

4.3.3 Feminist Ethics and Concerns

4.3.3.1 Ethics

4.3.3.2 Concerns

4.4 Feminist Research of Language Teacher Identity

4.5 Conclusion

5 Language Teachers Facing the Challenges of Pluralistic Approaches: Towards a New Understanding of Their Identity

5.1 Introduction

5.2 Pluralistic Approaches to Languages and Cultures

5.2.1 Historical Outline

5.2.2 Four Pluralistic Approaches to Languages and Cultures

5.2.2.1 The Awakening to Languages Approach

5.2.2.2 The Integrated Didactic Approach to Languages

5.2.2.3 The Didactics of Intercomprehension Between Related Languages

5.2.2.4 Intercultural Education

5.3 Teachers' Identity Related to Competences and Beliefs

5.3.1 Language Teacher Competences.

5.3.2 Language Teachers' Beliefs: A Focus On European Studies

5.3.3 Learners' Views of Language Teachers' Role, Learners' Beliefs and Competences

5.3.4 European Institutional Discourse About Language Teachers' Roles

5.4 Conclusion and Ways Forward

Part II Analytical and Methodological Approaches

6 Conducting Ethnography in Language Teacher Identity Research: Applications, Issues, and Future Directions

6.1 Introduction

6.2 Ethnography as a Paradigm

6.2.1 The Anthropological Tradition

6.2.2 Relationship With Language Teacher Identity Research

6.3 Ethnography in Application

6.3.1 Common Toolkits

6.3.1.1 Participant Observation

6.3.1.2 Fieldnotes

6.3.1.3 Digital Recordings

6.3.1.4 Interviews

6.3.1.5 Reflective Journals

6.3.2 Conducting an Ethnographic Study

6.3.2.1 Before Fieldwork

6.3.2.2 During Fieldwork

6.3.2.3 After Fieldwork

6.3.3 Sample Studies

6.3.3.1 Sample Study 1

6.3.3.2 Sample Study 2

6.4 Ethnography for Future Research

6.4.1 Issues in Ethnographic Research On Language Teacher Identity

6.4.1.1 Ethical Issues

6.4.1.2 Methodological Issues

6.4.1.3 Positionality Issues

6.4.2 Future Research Agenda

6.5 Conclusion

7 Autoethnography as a Research Methodology to Study Language Teacher Identity

7.1 Introduction

7.2 Language Teacher Identity: A Conceptual Overview

7.3 What Does Autoethnography Offer for LTI Research?

7.4 Practical Guidelines for Language Teachers as Autoethnographers

7.4.1 Selecting the Focus

7.4.2 Drafting a Working Question

7.4.3 Finding a Critical Friend

7.4.4 Exploring the Existing Research Literature

7.4.5 Reading Sample Autoethnographies

7.4.6 Collecting and Generating Data

7.4.7 Analyzing the Data

7.4.8 Communicating Autoethnographies.

7.5 Conclusion

Acknowledgements

8 Narrative Inquiry and Language Teacher Identity

8.1 Introduction

8.2 Narrative Inquiry and Language Teacher Identity

8.3 Language Teacher Identity: A Complex Dynamic System

8.4 Language Teaching Practices: A Complex Dynamic System

8.4.1 Coping Practices

8.4.2 Conforming Practices

8.4.3 Generating Practices

8.4.4 Opposing Practices

8.4.5 Resisting Practices

8.5 Conclusion

9 Arts-Based Approaches for Research On Language Teacher Identity: A Focus On Visual Methods

9.1 Introduction

9.2 Epistemological Background: Why Arts-Based Approaches in Research On Language Teacher Identity?

9.2.1 Advantages of Using Arts-Based Approaches in Research

9.2.2 Advantages of Using Arts-Based Approaches for Research On Language Teacher Identity

9.3 State of the Art: Visual Methods and Language Teacher Identity Research

9.3.1 An (Incomplete and Personal Experience-Based) Historical Overview

9.3.2 Themes Covered By Research and Main Findings

9.3.3 Data Collection and Analysis Using Drawings

9.3.4 Added Value of Using ABA in Research On LTI

9.3.5 Challenges of Using Arts-Based Approaches in Research On Language Teacher Identity

9.4 Ways Forward

10 Materialities in Researching Language Teacher Multilingual Identity: Methodological Affordances of the Dominant Language Constellation

10.1 Introduction

10.2 Theoretical Underpinnings

10.2.1 Researching Teacher Multilingual Identities: Epistemological Shifts and Methodological Choices

10.2.2 Methodological Journey: From a Lingual Focus to the Visual Turn

10.2.3 Methodological Journey: From the Visual Turn to a Material Focus

10.2.3.1 Research With Pre-Existent Artefacts.

10.2.3.2 Emerging Artefacts as Research

10.3 Dominant Language Constellations and the Artefactual Turn

10.3.1 DLC as a Theoretical Concept and Methodological Tool

10.3.2 DLC as Emerging Artefacts

10.3.2.1 The Creative Process

10.3.2.2 The Interpretative Process

10.4 Methodological Ponderings and Artefactual Discussions

10.4.1 Voice and Agency in Redressing the Power Imbalance in Research

10.4.2 Expanding Language Teachers' Discursive Repertoires and Researchers' Analytical Skills

10.4.3 Language Teachers' Engagement With the Multilingual and Pedagogical Self With and Through Materialities

10.5 Conclusion

11 Researching Language Teacher Identity: Discourse and Content Analytical Approaches

11.1 Background and Significance of L2 Teacher Identity

11.2 Understanding Language Teacher Identity

11.2.1 Defining the Concept

11.2.2 Theoretical Perspectives On LTI Development

11.2.3 The Role of Context in Shaping Teacher Identity

11.2.4 Identity Tensions and Negotiations

11.2.5 Professional Development and Identity Transformation

11.3 Discourse Analysis

11.3.1 Critical Discourse Analysis: Macro-Level Perspectives

11.3.2 Conversation Analysis: Micro-Level Interactions

11.3.3 Strengths and Challenges of Critical Discourse Analysis and Conversation Analysis

11.3.4 Contemporary Trends in Discourse Analysis of LTI

11.3.5 Methodological Issues and Reporting

11.4 Content Analysis in Language Teacher Identity Research

11.4.1 Applications of Content Analysis in LTI Research

11.4.2 Coding and Thematic Analysis in Content Analysis

11.4.3 Strengths and Limitations of Content Analysis

11.4.4 Methodological Challenges in Content Analysis

11.5 Contemporary Methodological Trends in Language Teacher Identity Research

11.6 Conclusion

Related Chapters.

References.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

1-04-065670-6

1-04-051850-8

1-003-49539-7

9781003495390

OCLC:

1574808535

Publisher Number:

CIPO000336232