Speaker
Description
While teacher identity construction has received a lot of attention from researchers, the topic of identity tensions experienced by teachers across diverse teaching contexts, especially teachers of languages has remained rather under-explored. This comprehensive review paper investigates the conflicts arising during the actual practice of language teachers. The primary objectives of this review is to examine the origins and the characteristics of identity tensions experienced by language teachers. By synthesising the main findings from multiple theoretical perspectives and empirical studies, this paper aims to contribute to the inadequate literature about teacher identity tensions and inform further studies in Vietnamese education setting. A systematic research was conducted across an extensive collection of scholarly publications. The analysis covers various contexts of English language teaching practices. Key findings suggest that identity tensions that language teachers encounter include the tension in role changing from student to teacher, the conflict between desired and actual support given to students and conflicting conceptions in teaching. These tensions stem from language-anxiety factors such as language anxiety of teachers, teacher’s expectations toward English proficiency of students and the tension in teaching particular language skill. Findings from this review imply the necessity for further comprehensive studies in order to find out roots and characteristics of language teachers’ identity tensions unique to the context of Vietnam, as well as personal coping strategies and institutional supports that follow.
Biography
Trần Hoàng Phương Thảo is an academic specialist at the Institute for Training and Economic Development (ITED). She holds a Master’s degree in English Language Teacher Education from the University of Languages and International Studies, Vietnam National University (ULIS, VNU). She has over five years of experience in the field of English language education and teacher training. Her projects focus on improving English proficiency and enhancing the professional development of English teachers both domestically and internationally. She is interested in research on communicative language teaching, teacher identity, and curriculum development.
