ESL/EFL 환경의 원어민-비원어민 영어교사의 정체성 연구에 대한 고찰 = A Review of Teacher Identity Research on Native and Nonnative English Teachers in ESL/EFL Contexts

다국어 초록 (Multilingual Abstract)

Taking the poststructuralist and sociocultural perspectives on identity, the current research showedthat teacher identity is not fixed and is constantly changing through the process of positioning and repositioning. Research on teacher identity has focused on the theoretical perspectives of identity- in-discourse and identity-in-practice, and the conflicts among multiple identities in different teaching contexts. The purpose of this study was to illustrate these main findings and issues within second language teacher identity research by addressing recent studies on nonnative and native teachers in ESL and EFL contexts. It was shown that teachers experienced conflicts between their imagined identity and their actual identity to construct a new identity through the negotiation of these conflicts. The findings in this study can contribute to the understanding of how teachers construct their teaching identity and identify which factors are involved in the process. Further longitudinal studies need to carried out to better understand the identity construction process of native and nonnative English teachers especially in diverse teaching contexts.

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