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Language teacher identity

Published online by Cambridge University Press:  26 July 2019

Hayriye Kayi-Aydar
Hayriye Kayi-Aydar*
Affiliation:
University of Arizona, USA
*
Email: hkaydar@email.arizona.edu
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Extract

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

Type
Research Timeline
Information
Language Teaching , Volume 52 , Issue 3 , July 2019 , pp. 281 - 295
Copyright
Copyright © Cambridge University Press 2019 

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Footnotes

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References

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