Impacts of Intersecting Identities on Teacher Development: A Case Study of Student-Teachers in Toronto

• In Event: Language Teachers' Identities and Experiences

Abstract

The English language student-teacher population has become increasingly diverse but often unfairly labeled as “non-native English-speaking teachers,” leading to partial understanding of their language teacher identity and teaching competence. This case study focuses on student-teachers at Canadian universities in Toronto, exploring how their diverse identities influence their growth as English language teachers. The analysis of multi-sourced data indicated that student-teachers’ multifaceted identities often intersected, significantly affecting their professional decisions and resulting in their complex language teaching philosophy and practices. The imposed label of “non-native English speakers” could not represent their identity as English language teachers. This research also offered recommendations for guiding student-teachers in reflecting on their personal and social experiences to enhance their professional development as English language teachers.

Author

• Wenyangzi Shi, University of Toronto