The Routledge Handbook of Language Teacher Identity
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.

1148195165
The Routledge Handbook of Language Teacher Identity
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.

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The Routledge Handbook of Language Teacher Identity

The Routledge Handbook of Language Teacher Identity

The Routledge Handbook of Language Teacher Identity
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The Routledge Handbook of Language Teacher Identity

The Routledge Handbook of Language Teacher Identity

Overview

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.

Product Details

ISBN-13: 9781032800950
Publisher: Taylor & Francis
Publication date: 03/20/2026
Series: Routledge Handbooks in Applied Linguistics
Pages: 550
Product dimensions: 6.88(w) x 9.69(h) x (d)

About the Author

Vander Tavares is an 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.

Table of Contents

Language teacher identity: Becoming and being a language teacher Part 1: 1. Poststructuralism and language teacher identity  2. Positive psychology and language teacher identity  3. Identity-in-relation: Language teacher identity under decolonial lenses  4. Language teachers facing the challenges of pluralistic approaches: Towards a new understanding of their identity  5. Feminist research on language teacher identity Part 2:  6. Conducting ethnography in language teacher identity research: Applications, issues, and future directions  7. Autoethnography as a research methodology to study language teacher identity  8. Narrative inquiry and language teacher identity  9. Arts-based approaches for research on language teacher identity: A focus on visual methods  10. Materialities in researching language teacher multilingual identity: Methodological affordances of the Dominant Language Constellation  11. Researching language teacher identity: Discourse and content analytical approaches  Part 3:  12. Becoming a language teacher: Navigating linguistic discrimination and its intersections for non-native English-speaking (NNES) teachers  13. Challenging monolingualism, native-speakerism, and standard language ideology in language teacher training  14. Toward a dual-level intersectionality theory for critical multilingual teacher education: Excavating identity through cross-circle Englishes  15. Critical race theory for language teacher identity research and practice in English language teaching  16. Language teacher identities in times of crisis: Rethinking ideologies of place and space in a transnational world  17. Neoliberal ideology and linguistic entrepreneurship: Extending the language teacher identity research agenda  18. Intersectionality in language teacher identity: Conceptions, conundrums and ways forward  19. Alienation, authenticity, and teacher identity  Part 4:  20. Language teacher identity and translanguaging  21. Anti-oppressive pedagogies and language teacher identities: Issues, strategies, and what is yet to (be)come  22. Language teacher identity development and multiliteracies education  23. Teacher identity development through digitally mediated experiences  Part 5:  24. Language teacher identity and professional development: Reflecting on debates, connections, and research avenues  25. Language teacher identity and agency in contexts of introduction programs bureaucracy  26. Interplay between language teacher identity and leadership development: A conceptual framework for research  27. Language teacher identity development through professionalisation on study abroad  28. Who’s teaching? A critical reflection on language teacher identities in the context of newcomer and immigrant student education  29. Identity conflicts: Agency and investment in language teacher students’ identity development Part 6:  30. Initial teacher education and professional identity: Learning to become a foreign language primary teacher  31. English as an L2 teacher identity development from an intersectional perspective  32. South Saami teacher identity in the making: New educational trajectories  33. Language teacher identities of teachers of multiple languages  34. Identity as a concept for professional knowledge of teachers in content and language integrated learning: Potential and limitations.

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