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Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis
1School of Cultures, Languages and Linguistics, The University of Auckland, Auckland, New Zealand.
New Zealand Journal of Educational Studies
|July 31, 2023
Summary
This study explored a novice non-native Mandarin Chinese teacher's identity using the Identity Triangle Model. Findings reveal personal growth motivations over career aspirations for new language teachers.
Area of Science:
- Second Language Acquisition
- Teacher Identity Research
- Sociocultural Linguistics
Background:
- Novice language teachers' identities are crucial for retention.
- Non-native English-speaking teachers (NNESTs) face unique identity negotiation challenges.
- The Identity Triangle Model offers a framework for understanding teacher identity.
Purpose of the Study:
- To examine the identity negotiation experiences of a novice non-native Mandarin Chinese teacher.
- To apply the Identity Triangle Model to a specific case study of a first-time language teacher.
- To explore the motivations and career perceptions of novice NNESTs.
Main Methods:
- A qualitative case study design was employed.
- Data were collected over 12 weeks during the teacher's first semester.
- The Identity Triangle Model was used to analyze identity domains (psychological, behavioral, relational).
Main Results:
- Nine subcategories emerged within the Identity Triangle Model's domains.
- The teacher identified as an "accidental teacher" motivated by personal growth.
- She lacked strong instrumentalist aspirations or a clear career path in language teaching.
Conclusions:
- The Identity Triangle Model provides a unified framework for researching first-time language teacher identity.
- Findings highlight the need for strategies to recruit and retain NNESTs in foreign language education.
- Personal growth and cultural adaptation are significant motivators for novice NNESTs.
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