Teacher Identity and English Learners: A Review of the Literature

• In Event: Critical Issues in Teachers of Dual Language and Bilingual Learners

Abstract

The purpose of this paper is to review international empirical studies that investigate teacher identity among educators working with English Learners (ELs) in an English dominant socio-cultural and political context. The review draws from poststrutural perspectives on identity and a framework for linguistically responsive teaching. Four themes emerged from analysis of the studies. These were: (a) teacher identity characteristics associated with teachers of ELs; (b) teacher identity development; (c) contextual influences on teacher identity; and (d) identity and teaching practices with ELs. A means of advocating for ELs may be to support not only linguistically responsive teaching practices but also the development of teachers who identify as linguistically responsive educators. Recommendations to promote linguistically responsive teacher identities are highlighted.

Authors

• Adrian D. Martin, Montclair State University

• Kathryn Jill Strom, California State University - East Bay