This article provides a systematic review of 46 empirical studies published between 1990
and 2022 on identities of non-English-dominant teachers undertaking transnational …

The qualitative approach appears to be dominant in language teacher identity (LTI)
research. Emerging LTI studies using non-qualitative methods have been overlooked. To …

The vast majority of Chinese universities have embraced higher education reform that
emphasizes a “publish or perish” ideology. This brings challenges to the early-career …

Teachers' emotional lives and their identities are key determinants of how likely they are to
stay in the profession and flourish in their professional careers; all of these processes affect …

At a meso level, families have shown an imperative role in language policy in general and
language education in particular. Predicated on the theories of family language policy and a …

Bilingual parenting has been identified to be under-researched in monolingual contexts like
Vietnam despite its important role in bilingual education and its large body of research under …

This study aimed to investigate how English teachers' identity (ETI) levels vary based on
different sociodemographic backgrounds in Algeria. To this end, a survey research design …

This sequential mixed-methods study examined how private sector EFL job advertisements
in Vietnam portray ideal Vietnamese teachers and the impact on language teacher identity …

This study aims to seek an understanding of teachers' construction of identity and practice
through theoretical and practical retraining workshops in local contexts of Vietnam where …

This qualitative study delves into the experiences of three Saudi EFL instructors who
pursued their postgraduate studies in the United States, exploring the relationship between …