A Report of Translation on “Language Teacher Identity in (Multi)Lingual Educational Contexts”

Abstract

With the increasing studies on teacher identity, research on Language Teacher Identity (LTI) has become a hot topic discussed among domestic and international language education researchers. In recent years, research on LTI does not focus on some particular driving factor, such as nationality, career, gender, social class, and so on, but strives to take full consideration of the comprehensive effects of various factors and the significant implications of the research, such as the close relationship between LTI and social harmony. Therefore, research on LTI plays a significant role in the training of language teachers, language education reform, and long-term social development. This report is inspired by a research project on language teacher education. The source text is selected from TESOL Quarterly , a top academic journal on TESOL. The September Issue of 2016 commits to exploring the LTI research. As the preface of the issue, the source text seeks to feature articles in the issue into three themes and demonstrates the research background, current situation, and further development of three themes. This translation report aims to enhance understanding of translation theories, especially Text Typology, and improve the translator’s translation competence by adopting Text Typology