The Routledge Handbook of Language Teacher Identity

Vander Tavares, Sílvia Melo-Pfeifer (Herausgeber)

Buch | Hardcover

588 Seiten

2026
Routledge (Verlag)
978-1-032-80095-0 (ISBN)

Noch nicht erschienen (ca. März 2026)
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The Routledge Handbook of Language Teacher Identity is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance.

This Handbook is organized into six interconnected, sequential parts: theoretical perspectives, analytical and methodological approaches, ideologies, innovations, professional development, and specific language teaching contexts. Contributors engage with perspectives and possibilities on an international scale, addressing issues of racism, sexism, ethnocentrism, linguicism, accentism, native-speakerism, neo-nationalism, neoliberalism, and (dis)ability, exploring how these intersect with language teachers’ professionalization, sense of belonging, authenticity, and legitimacy. Written in accessible language, thirty-four carefully curated chapters identify the major trends and developments in the field, including translanguaging, digital language teaching, study-abroad, and leadership. The volume also amplifies voices from systematically underrepresented groups, such as teachers of multiple languages and Indigenous language teachers.

This reliable source is of specialised interest for language teachers, teacher educators, students and researchers in the fields of language education and applied linguistics. It supports both academic research and policy development.

Vander Tavares is Associate Professor of Education at the University of Inland Norway. His research interests include critical second language education, teacher education, and the internationalization of higher and language education. He is the editor of Social Justice through Pedagogies of Multiliteracies (2024, Routledge). Sílvia Melo-Pfeifer is Full Professor at the University of Hamburg. She carries out research on pluralistic approaches to language learning and teaching, with particular emphasis on intercomprehension across languages of the same linguistic family, heritage language education, and foreign language teacher education.

Language Teacher Identity: Becoming and Being a Language Teacher

Sílvia Melo-Pfeifer and Vander Tavares

PART I: Theoretical Perspectives on Language Teacher Identity Development

1 Poststructuralism and Language Teacher Identity

Hayriye Kayi-Aydar, Rachel Bhansari, and Manka Varghese

2 Positive Psychology and Language Teacher Identity

Dorota Werbińska

3 Identity-In-Relation: Language Teacher Identity under Decolonial Lenses

Ana Paula Martinez Duboc

4 Feminist Research on Language Teacher Identity

Reiko Yoshihara

5 Language Teachers Facing the Challenges of Pluralistic Approaches: Towards a New Understanding of their Identity

Anna Schröder-Sura

PART II: Analytical and Methodological Approaches

6 Conducting Ethnography in Language Teacher Identity Research: Applications, Issues, and Future Directions

Yuan Sang

7 Autoethnography as a Research Methodology to Study Language Teacher Identity

Bedrettin Yazan, Cynthia Gibson, and Amanda de Oliveira Silva

8 Narrative Inquiry and Language Teacher Identity

Gary Barkhuizen

9 Arts-Based Approaches for Research on Language Teacher Identity: A Focus on Visual Methods

Sílvia Melo-Pfeifer and Vander Tavares

10 Materialities in Researching Language Teacher Multilingual Identity: Methodological Affordances of the Dominant Language Constellation

Nayr C. Ibrahim

11 Researching Language Teacher Identity: Discourse and Content Analytical Approaches

Li Li

PART III: Language Teacher Identity Development and Ideologies

12 Becoming a Language Teacher: Navigating Linguistic Discrimination and Its Intersections for Non-Native English-Speaking (NNES) Teachers

Nashid Nigar and Sender Dovchin

13 Challenging Monolingualism, Native-Speakerism, and Standard Language Ideology in Language Teacher Training

Enric Llurda and Júlia Calvet-Terré

14 Toward a Dual-Level Intersectionality Theory for Critical Multilingual Teacher Education: Excavating Identity through Cross-Circle Englishes

Patriann Smith, Darlshawn Patterson, and Dianne Wellington

15 Critical Race Theory for Language Teacher Identity Research and Practice in English Language Teaching

Hyesun Cho

16 Language Teacher Identities in Times of Crisis: Rethinking Ideologies of Place and Space in a Transnational World

Ali Fuad Selvi

17 Neoliberal Ideology and Linguistic Entrepreneurship: Extending the Language Teacher Identity Research Agenda

Peter I. De Costa and Nari Kim

18 Intersectionality in Language Teacher Identity: Conceptions, Conundrums and Ways Forward

Yuzuko Nagashima and Luke Lawrence

19 Alienation, Authenticity, and Teacher Identity

Robert J. Lowe and Richard S. Pinner

PART IV: Language Teacher Identity Development through Pedagogical Innovations

20 Language Teacher Identity and Translanguaging

Zhongfeng Tian and Jiaxuan Zong

21 Anti-Oppressive Pedagogies and Language Teacher Identities: Issues, Strategies, and What is Yet to (Be)come

Maverick Y. Zhang and Jamie L. Schissel

22 Language Teacher Identity Development and Multiliteracies Education

Dagmar Abendroth-Timmerand David Gerlach

23 Teacher Identity Development through Digitally Mediated Experiences

Kenan Dikilitas

PART V: Language Teacher Identity across the Professional Development Span

24 Language Teacher Identity and Professional Development: Reflecting on Debates, Connections, and Research Avenues

Ana Sofia Pinho

25 Language Teacher Identity and Agency in Contexts of Introduction Programs Bureaucracy

Marte Nordanger

26 Interplay Between Language Teacher Identity and Leadership Development: A Conceptual Framework for Research

Kashif Raza

27 Language Teacher Identity Development through Professionalization on Study Abroad

Meike Wernicke

28 Who’s Teaching? A Critical Reflection on Language Teacher Identities in the Context of Newcomer and Immigrant Student Education

Marigona Morina, Fabielle Rocha Cruz and Rahat Zaidi

29 Identity Conflicts: Agency and Investment in Language Teacher Students’ Identity Development

Anne Pitkänen- Huhta and Maria Ruohotie- Lyhty

PART VI: Language Teacher Identity Development across Educational and Linguistic Contexts

30 Initial Teacher Education and Professional Identity: Learning to Become a Foreign Language Primary Teacher

Ana Isabel Andrade, Filomena Martins, and Ana Raquel Simoes

31 English-as-an-L2 Teacher Identity Development from an Intersectional Perspective

Vander Tavares and Sílvia Melo-Pfeifer

32 South Saami Teacher Identity in the Making: Becoming a Teacher and Speaker of an Indigenous Language

David Kroik

33 Language Teacher Identities of Teachers of Multiple Languages

Eric K. Ku

34 Identity as a Concept for Professional Knowledge of Teachers in Content and Language Integrated Learning: Potential and Limitations

Andreas Bonnet and Stephan Breidbach

Erscheint lt. Verlag	23.3.2026
Reihe/Serie	Routledge Handbooks in Applied Linguistics
Zusatzinfo	9 Tables, black and white; 3 Line drawings, black and white; 18 Halftones, black and white; 21 Illustrations, black and white
Verlagsort	London
Sprache	englisch
Maße	174 x 246 mm
Themenwelt	Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen
	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
	Sozialwissenschaften ► Pädagogik
ISBN-10	1-032-80095-X / 103280095X
ISBN-13	978-1-032-80095-0 / 9781032800950
Zustand	Neuware