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This is the first edited volume to bring together research on the interaction between language teacher identity and wellbeing. It addresses the need for further research on the experience of language teachers and the vulnerability and resilience they demonstrate in the face of threats to their wellbeing. Naming, describing and analyzing issues with a view to sensitively addressing them, this book contributes to research as a social enterprise which can raise public consciousness of these issues. Exploring how language teacher identity influences and is influenced by wellbeing, the chapters develop a theoretical and empirical understanding of this interaction using Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers. Spanning a wide range of cultural and institutional contexts, this book provides a wealth of insights for teacher learners, practicing teachers and researchers.
Anne Feryok brings together an outstanding group of scholars in this volume that adopts a holistic, empathetic, and supportive approach to teacher development and wellbeing. The volume presents research conducted in diverse settings around the globe that is deeply engaging and profoundly impactful. The contributors paint a complete picture of what it means to be a language teacher in today’s demanding world. I highly recommend this book for anyone committed to fostering a nurturing and sustainable language teaching profession.
A key strength of this collection is its interdisciplinary approach—integrating psychological, sociocultural, and post-structural perspectives—to illustrate the dynamic nature of teacher identity and wellbeing, while emphasizing the role of institutional, professional, and personal support in sustaining teacher wellbeing and advocating for its recognition in educational policy.
Language Teacher Identity and Wellbeing is a groundbreaking work that showcases the interaction between language teacher identity and well-being across geographical boundaries. The book’s emphasis on preserving endangered languages, seeking balance, and uncovering power in the research is particularly noteworthy, as it aligns with inclusive research in the field of psychology of language teaching. Therefore, individuals involved in education, including policymakers, practitioners and researchers focused on teacher identity and wellbeing, will find this collection a valuable resource...
Whether you are an educator or someone involved in teacher training, [this book] is full of valuable insights into the psychological side of teaching. The book’s focus on cultural diversity makes it especially relevant for those interested in teaching in different contexts, promoting awareness of the diverse issues teachers face globally. This book offers more than just academic insights; it encourages self-reflection and fosters a sense of community among teachers who may feel isolated in their experiences.
Contributors
Gary Barkhuizen: Foreword: Language Teacher Identity
Sarah Mercer: Foreword: Language Teacher Wellbeing
Anne Feryok: Introduction: Language Teacher Identity and Wellbeing: A Holistic Approach
Part 1: Knowledging
Chapter 1. Paia Taani and Karyn Paringatai: Kua tau tōku mauri - The Balance between Māori Language Teacher Cultural Identity and Wellbeing
Chapter 2. Manka Varghese, Rachel Snyder Bhansari and Camille Ungco: Collectivizing Our Care: Holistic Wellbeing in Teacher Education for Multilingual Teachers of Color
Chapter 3. Elizabeth R. Miller: Exploring Language Teacher Emotions of Belonging and Identity Formation from a Critical Poststructuralist Perspective
Chapter 4. Bedrettin Yazan: The Promise of Critical Autoethnography as Identity-Oriented Learning Activity for Teacher Wellbeing
Part 2: Developing
Chapter 5. Sylvia Moore and Doris Dicker: Teaching, Learning and Balancing Wellness: The Life of a Labrador Inuttitut Teacher
Chapter 6. Zia Tajeddin and Elahe Moladoust: Language Teacher Identity Tensions: Effects on Job Satisfaction
Chapter 7. Maria Ruohotie-Lyhty and Josephine Moate: Exploring Language-Specialised Student Teacher Identity and Wellbeing in a Bilingual Teacher Education Programme
Chapter 8. Richard S. Pinner: Burnout, Energy Return on Investment and Recovering Post-Pandemic Motivation: An Oversharing Narrative
Chapter 9. Rouhollah Askaribigdeli: The Interplay of Language Teacher Identity Development and Wellbeing: The Case of a Muslim ESOL Teacher
Part 3: Practicing
Chapter 10. Shelley Tulloch: Identity and Wellbeing in Journeys of Inuit and Yup’ik Language Teachers
Chapter 11. John Trent: Taking a Turn for the Worse: Private Supplementary Tutor Identity Construction and Wellbeing in the Context of the 'Double Reduction' Policy in China
Chapter 12. Mostafa Nazari, Sedigheh Karimpour and Ismail Xodabande: Emotions as Mediating the Nexus between Iranian English Language Teachers’ Wellbeing and Identity Construction: An Ecological Perspective
Chapter 13. Sun Shin: The Connections between University EFL Teachers’ Wellbeing and their Teaching Identities in the Korean Context
Chapter 14. Vincent Greenier and Agni Connor: Exploring the Wellbeing and Identity of EMI Lecturers at a UK University’s International Branch Campus
Anne Feryok: Conclusion: Balancing and Decentering
Index