Conceptualizing identity construction in language teacher education

Abstract

The construct of identity has been widely debated among social theorists, as previous understandings of identity have given way to new conceptualizations that consider the important impact of social contextual and material factors. In light of this, it is clear that our theories of identity construction require heightened consideration of the dynamicity of such social and material factors, as do our analytical frameworks. This article compares different theoretical frameworks and heuristics that researchers have used to document and explore identity construction in terms of their analytic potential and how they have been used to shape scholarship related to language teacher identity. Following each of these descriptions, I identify areas where the use of a single theoretical and analytical framework may fall short of providing a more nuanced and comprehensive understanding of identity construction. In doing so, I echo and bolster previous arguments for complementary, multilayered, and integrated identity models that may prove most useful for future research in language teacher identity construction, and which can contribute broadly to language‐centered and sociomaterial identity inquiry across academic disciplines.