The impact of mobility on language teacher identity: Turkish, Polish and Portuguese perspectives
The impact of mobility on language teacher identity: Turkish, Polish and Portuguese perspectives

Summary/Abstract: Learners moving and learning languages across contexts have always been nat- ural subjects of applied linguistics research. In recent years, however, teachers’ mobility across contexts and their temporary work and stay due to interna- tionalization in education has been an equally important development. While research on language teacher identity is now an established field of study (De Costa & Norton, 2017), there seems to be more need for research in mobile language teacher identity and the processes these teachers go through in their short-term stay-abroad experiences in terms of their identity construc- tion. In order to partially respond to this need, in this paper, we focus on the identity construction of mobile English language teachers from 3 dissimilar countries, Turkey (N = 4), Poland (N = 4) and Portugal (N = 2), based on indi- vidual, semi-structured, in-depth interviews. Through narrative analyses of these interviews, we demonstrate that mobile language teachers undergo complex interpersonal, linguistic, and sociocultural negotiations of identity.

• Details
• Contents