Culturally Situated Teacher Identities: Identity Construction of CFL Teachers in U.S. Higher Education

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 1
  In Roundtable Session: Unforgetting and Reimagining: Teacher Identities Across Languages and Contexts

Abstract

This study explores how Chinese as a Foreign Language (CFL) teachers construct their professional identities within U.S. higher education. Drawing on sociocultural theory and identity-in-activity, it examines how five CFL teachers navigate personal, institutional, and sociopolitical contexts. Through semi-structured interviews, findings reveal that standardized testing and Confucian educational values shape teachers’ beliefs and classroom practices. Participants expressed tensions between promoting standard Mandarin and recognizing Chinese linguistic diversity. Their identities were further influenced by institutional expectations and their evolving understanding of Diversity, Equity, and Inclusion (DEI) principles. The study highlights the importance of valuing CFL teachers’ diverse backgrounds and calls for more inclusive pedagogies that support professional growth and cultural representation in CFL programs.

Author

• Chang Liu, AERA