English Teacher Professional Identity Tensions across Language Schools and Public Universities

Abstract

While research on language teachers’ identity construction has grown exponentially, little is known about the comparative analysis of language-school and university teachers’ identity construction. This study investigated the identity construction tensions of Afghan English language teachers in two different contexts: language schools and universities. Data were collected from 16 language-school and university teachers through extensive semi-structured interviews. Data analyses indicated similar and different tensions across the two contexts in influencing the teachers’ professional identity construction. Language-school teachers mentioned tensions such as nepotism, low teacher autonomy, and low communication between teachers and policymakers, and university teachers referred to tensions such as large heterogeneous classes, heavy workload, and segregated education. Additionally, both groups lamented over various socio-educational tensions such as the negative impact of war on English learning conceptions, biased perceptions about Afghan teachers, and lack of parental involvement in educational functioning. The study concludes with implications for addressing EFL teachers’ identity tensions.

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

“…Recent research has highlighted challenges faced by teachers and students due to the unique aspects and limitations of online foreign language education (Golzar et al., 2022; Harsch et al., 2021; Maatuk et al., 2022; and others). Tao and Gao (2022) reviewed articles on the challenges and responses in online language learning, emphasizing activities like promoting online learning and evaluating student development.…”