Exploring Intersecting Identities in Language Teacher Development: A Case Study of Three Student-Teachers in Toronto

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Abstract

While there is increasing advocacy for exploring English language teachers' diverse identities to understand their language teacher identity (LTI) development, research often focuses narrowly on single identity variables or predetermined identity sets. This qualitative case study examines how diverse and intersecting identities—including less-explored dimensions such as sexuality, socioeconomic status, age, and religion—influence the LTI formation of three international graduate student-teachers in Toronto universities. Analysis of multi-sourced data indicated that participants’ multifaceted lived experiences and identities significantly shaped their LTI construction. These intersecting identities interacted dynamically, affecting professional decisions, teaching philosophies, and pedagogical practices. The findings offer recommendations for teacher education programs to incorporate reflective practices and enhance inclusivity by explicitly addressing intersectional identities in supporting student-teachers' professional growth.

Author

• Wenyangzi Shi, University of Toronto