Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 2-5-2025

Abstract

Language instructors’ professional identity involves a multitude of factors and characteristics that explain practices, meanings, and values, particularly pedagogical ones, that contribute to the identification of identity(s) (Block, 2007; Beauchamp & Thomas, 2009; Beijaard et al., 2004; Miller, 2009; Varghese et al., 2005). Guided by narrative approach (Clandinin, 2015; Clandinin & Connelly, 2000; Connelly & Clandinin, 1988, 1990; Oliver, 1998; Riessman, 2008) and communities of practice (CoP) principles (Wenger, 1998), this study employed eight narrative prompts to answer two research questions: (1) how do Saudi university-based EFL language instructors construct their professional identity without their entitled academic privileges and/or accommodations?; (2) what does their future professional aspiration reveal about their current professional identity? The study’s findings have implications for EFL academic education programs, suggesting the need to revise the regulations that affect EFL language instructors and support the formation of their professional identities based on their lived experiences.

Keywords

Professional identity, EFL, Saudi, Community of practice

Document Type

Thesis

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Pisarn Chamcharatsri

Second Committee Member

Carlos Lopez Leiva

Third Committee Member

Mary Frances Rice

Fourth Committee Member

Mustafa Hersi

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