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ERIC Number: EJ1116913
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1931-3152
Toward a Linguistically Responsive Teacher Identity: An Empirical Review of the Literature
Martin, Adrian D.; Strom, Kathryn J.
International Multilingual Research Journal, v10 n4 p239-253 2016
Despite current demographic imperatives, little is known about how teachers understand, construct, and enact their professional identities in relation to teaching English learners (ELs). This article, an empirical review of the literature on teacher identity and ELs, examines how teacher identity has been investigated among educators working in English-dominant teaching contexts. Findings suggest that the literature has largely focused on three main facets of teacher identity: characteristics of teacher identity, factors contributing to teacher identity development, and contextual influences on teacher identity. Implications for promoting the development of a linguistically responsive teacher identity in education include the diversification of the teacher workforce, the incorporation of reflective practice among education practitioners, and fostering professional identity development for teachers of ELs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A