Processes Of Efl Teacher Identity Formation: A Case Study Of Two Algerian Teachers

Many empirical studies investigated language learner identity in English as a Second Language (ESL) and English as a Foreign Language (EFL), other studies focused more broadly on language learning in general (Hirano, 2008, Norton, 2000; and Norton & Toohey, 2002; Ricento, 2005), while others explored teacher cognition (Borg, 2003). However, few studies have examined language teacher identity, and more specifically the processes involved in EFL teacher identity construction (Tsui, 2007). Hence, this paper attempts to explore the processes of teacher identity formation of two Algerian EFL teachers using narrative inquiry to look at their lived experiences as EFL teachers and former learners of English. To operationalize this study, let us first look at how Connelly and Clandinin (1999) define professional identity in terms of “stories lived by” which provide a storyline that teachers use to make sense of themselves and of their practices. In dealing with teacher identity formation, Clandinin and Huber (2005) for instance stress the importance of considering the context in which teachers live inside and outside of the classroom in the school setting as well as outside of the whole school system. The various environments that teachers navigate inform their practices and pedagogical choices, and impact who they are as practicing teachers.