Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis

Abstract

This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243–262, 2021, https://doi.org/10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European non-native Chinese speaker during 12 weeks of her first semester of teaching. Analysis of the data revealed nine subcategories within the psychological, behavioural, and relational domains according to the Identity Triangle Model. The findings suggest that this new non-native speaker teacher viewed her as an accidental teacher, exploring a teaching career without a strong instrumentalist aspiration or a clear career path in language teaching. Instead, she were more motivated by a desire for personal growth and the opportunity to reinvent themselves in a new cultural context. The results of this study offer theoretical implications for the adoption of a unified framework in future research on the identity of first-time language teachers, and practical implications for developing sustainable strategies aimed at recruiting and retaining non-native speaker teachers in foreign language education.

Climber, mediator, and marathoner: narrative inquiry of career motivation changes of pre-service CSL teachers throughout teaching practicum

“…For example, Wang (2022) offers an insightful examination into the intricate process and shifts of professional identity formation among pre-service Chinese language instructors in overseas educational settings, thereby illuminating the nuanced and complex factors influencing their decisions to exit the profession especially amidst a progressively intensifying and challenging global political landscape. Apart from native CSL teachers, Wang and Mason’s (2023) narrative exploration, based on a case study design, underscores the crucial role of intricate dynamics within teaching practicum and the continuous identity construction and negotiation by novice non-native CSL instructors across psychological, behavioral, and relational domains, showcasing an ethical and productive collaboration between native and nonnative CSL teachers. This exploration illuminates the diverse path traversed by non-native individuals who aspire to become Chinese language educators, emphasizing the significance of comprehending and addressing the unique challenges and opportunities they encounter to foster more inclusive and supportive professional environments for novice non-native language teachers and students against the backdrop of native-speakerism.…”

“…Thorough investigation into the lived experiences of CSL teachers within the realm of teacher motivation research is urgently needed as the representation of this group of teachers is largely understudied, which requires a detailed examination of their unique challenges and contributions, as well as their motivations, experiences, and subsequent retention within the profession. This examination, often with the assistance of qualitative research to capture individual subjectivity and experiences, has the potential to reveal crucial dimensions and add depth for understanding CSL/CFL teachers’ role and impact within the language teaching and learning field ( Moloney and Wang, 2016 ; Wang and Mason, 2023 ).…”