How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain

The study of an English language teacher’s identity represents a complex construct that is influenced by various contextual factors and shaped by the exposure and use of ideological discourses. However, research on English teacher identity has largely focussed on examining the identities of Non-Native Speaker (NNS) teachers of English or native teachers of English as a Second Language (ESL) in English speaking countries such as the USA, Australia and Canada with little attention paid to the identities of native expatriate teachers living in foreign countries. The present study addresses this gap by examining the professional identities of native expatriate teachers who work at private language schools in northern Spain. The study draws on Gee’s (2011) approach to discourse analysis by placing a central focus on how language use helps us understand how teachers view themselves, those around them and their teaching practices. This study used the narrative teacher stories of three teachers to reveal how discourses shaped their identities. Analysis revealed their struggles in entering the profession, their daily responsibilities and their views on the longevity of English Language Teaching (ELT) as a permanent career. The study concludes by discussing findings for the implications of ELT in northern Spain.