The identity (re)construction of nonnative English teachers stepping into native Turkish teachers' shoes

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MUTLU KAYA S. , Ortactepe D.

LANGUAGE AND INTERCULTURAL COMMUNICATION, vol.16, no.4, pp.552-569, 2016 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 16 Issue: 4
  • Publication Date: 2016
  • Doi Number: 10.1080/14708477.2016.1194852
  • Page Numbers: pp.552-569
  • Keywords: Teacher identity, self-image, self-efficacy, beliefs about teaching and learning, LANGUAGE, NEGOTIATION


The present study explored the identity (re)construction of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish. In that sense, it investigated how this shift from being a nonnative English teacher to a native Turkish teacher influenced their self-image, self-efficacy, and beliefs about teaching/learning. The data were collected mainly through three different instruments: a personal data questionnaire, ongoing controlled journals along with follow-up questions, and interviews. All the qualitative data were first analyzed according to Boyatzis' [(1998). Transforming qualitative information: Thematic analysis and code development. Sage) thematic analysis, and then the emerging themes were related to three sensitizing concepts, which were (a) self-image, (b) self-efficacy, and (c) beliefs about teaching and learning. The findings revealed that (a) the participating teachers in this study had high(er) self-efficacy but low(er) self-image when teaching English compared to Turkish because of their idealization of native speaker norms; (b) their multiple identities were interacting with each other, and shifting from being a native to a nonnative, and a language teacher to a language user; and (c) their beliefs about teaching and learning coming from their core identity as an English language teacher worked as a catalyst in this process.