Urmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201EDITORIAL/Belonging, Being, and Becoming: Negotiating Identity as an Expatriate Language Teacher Abroad12182510.30466/ijltr.2025.121825ENVincent GreenierAmerican University of Sharjah, UAE0000-0001-6844-2209Gary BarkhuizenCultures, Languages and Linguistics, Faculty of Arts, The University of Auckland, Auckland, New Zealand0000-0003-3192-9245Journal Article20251211https://ijltr.urmia.ac.ir/article_121825_857cbb2b94fe60e346e899f83eb38235.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201(Re)constructed Narratives of Three Expatriate English Language Teachers’ Challenges in Turkiye’s K12 Contexts11712183010.30466/ijltr.2025.56750.3225ENUfuk KelesBahcesehir University, Turkiye0000-0001-9716-640XJournal Article20251109This study explores the lived experiences of three expatriate English language teachers working in private K12 schools in Istanbul, Turkiye. Using a narrative inquiry approach, it examines how professional and cultural dynamics shape their teaching practices, identity formation, and well-being. Participants, who were diverse in national, racial, and linguistic background, were initially drawn to Turkiye by personal motivations and a desire for cultural exchange rather than financial gain. While Istanbul offered cultural richness and social diversity, all three teachers encountered workplace tensions, particularly exclusion and lack of support from local colleagues. These challenges, along with linguistic and institutional barriers, hindered their professional integration and motivation to a considerable extent. The study also highlights subtle but persistent forms of discrimination, often rooted in exclusionary behaviors and native-speaker biases. Although participants experienced varying degrees of social acceptance, their professional struggles remained central. Findings emphasize the need for schools to foster inclusive environments through structured onboarding, cultural sensitivity, and collaborative staff relationships. By bringing attention to the nuanced challenges expatriate English language teachers face, this research contributes to a more holistic understanding of teacher mobility, intercultural competence, and the evolving global English language teaching landscape.https://ijltr.urmia.ac.ir/article_121830_df1d2061c664774fd7409e3273a74a1f.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201“Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia194312183110.30466/ijltr.2025.56729.3218ENValencia EppsCarnegie Mellon University, US0009-0008-5839-0634Ian MoodieMokpo National University, South Korea0000-0002-8604-4228Journal Article20251105This qualitative study examines how the intersecting dimensions of gender, race, and physical appearance exacerbate marginalization among expatriate female English teachers in East Asia. Drawing on in-depth interviews with seven women across Korea, Japan, Taiwan, and Mongolia, it employs an intersectional framework to explore how overlapping identity constructs shape their professional and everyday experiences in their host countries. Findings reveal systemic exclusion tied to gendered workplace norms, racial discrimination, and aesthetic expectations related to body size, dress, and hair texture. These overlapping inequalities influenced participants’ classroom authority, emotional wellbeing, and occupational commitment. The study contributes to language teaching research by centering the voices of women in transnational contexts and illuminating how patriarchal institutional cultures, White normativity, and local beauty standards operate in conjunction with native-speakerism to produce compounded inequities. It calls for greater attention to equity in hiring, teacher support systems, and inclusive policy and training in ELT workspaces. Ultimately, the study underscores the importance of intersectionality in understanding and addressing discriminatory power dynamics in global ELT.https://ijltr.urmia.ac.ir/article_121831_735644fea453b8aa8cb5a2770110ae21.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201‘Native’ English Teachers Navigating Native-speakerism: Investigating the Intersection of Identity, Beliefs, and Emotions through Narrative Inquiry456412183210.30466/ijltr.2025.56653.3201ENPaolo DeloguUniversity of Aberdeen, UK0000-0002-8025-7257Aurora Zhewei ZhaUniversity of Aberdeen, UK0000-0002-7897-1865Journal Article20251016Despite increasing academic interest in exploring how native-speakerism affects English language teachers’ identities, past research has focused primarily on the identities of ‘non-native’ teachers. This study investigates the intersection of identity, beliefs, and emotions of two experienced teachers who identify as ‘native’ speakers of English and were educated on native-speakerism during their postgraduate teacher preparation programs. A narrative design which elicited written narratives and semi-structured interviews as data collection methods was used to explore how the participants developed awareness of native-speakerism and how they attempted to realign their identities in consideration of ideologically normative attitudes in their pedagogical contexts. The findings indicate that the participants’ professional identities were impacted by emotional experiences in their personal histories and by exposure to the ideas of English as a Lingua Franca. In turn, their awareness shaped their current teaching beliefs and their emotions towards native-speakerism. Furthermore, ‘native’ teachers of English may experience identity conflict and emotional fluctuations stemming from the way their ‘nativeness’ is positioned by other educational actors. The study offers suggestions for teacher preparation programs to support ‘native’ teachers of English in navigating their emotions towards native-speakerism and argues that discussions of native-speakerism need to become more widespread, within and outside of academia. A future research agenda is also proposed to further investigate how ‘native’ teachers’ identities, emotions, and beliefs are affected by native-speakerism.https://ijltr.urmia.ac.ir/article_121832_5369b9549c7078c393829c845b53812d.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201Revisiting the Identity Framework of JET ALTs in Japan657912183310.30466/ijltr.2025.56721.3213ENTakaaki HiratsukaRyukoku University, JapanJournal Article20251102The presence of expatriate language teachers has gained increasing relevance in global educational systems, particularly in contexts where English is taught as a foreign language. The Japan Exchange and Teaching (JET) program, as one of the most extensive initiatives of its kind, has played a paramount role in directing English language education in Japan by hiring foreign assistant language teachers (ALTs). I revisit the identity framework of these JET ALTs by critically assessing and expanding upon Hiratsuka’s (2022) conceptualization of ALT identity. Drawing on narrative inquiry, I examined the lived experiences of 10 former JET ALTs representing assorted national and professional backgrounds. The findings engaged with and appraised the existing ALT identity framework, which comprises two primary identities—Foreigner and Dabbler—each encompassing distinct sub-identities. Furthermore, the findings identified the emergence of a third significant identity, the Japan Enthusiast, which encapsulates the pre-existing and ongoing cultural affinity many JET ALTs possess before, during, and oftentimes after the program. This new identity category brings attention to how cultural motivations influence JET ALT experiences, professional self-conceptions, and integration within Japanese society. The implications of these findings are far-reaching—offering valuable insights for policy-makers, educational institutions, and JET ALTs themselves regarding recruitment, training, and role clarification. All in all, I call for a reconceptualization of ALT identity as a tripartite rather than dual framework so that we can advance a well-rounded understanding of the professional and personal dimensions configuring the experiences of foreign language teachers in Japan.https://ijltr.urmia.ac.ir/article_121833_98e01a5261a18a3060143d55c68abfdb.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars8110112183410.30466/ijltr.2025.56638.3190ENLuis JavierPentón HerreraVIZJA University, Poland0000-0002-8865-8119Anna BeckerPolish Academy of Sciences, Poland0000-0002-1818-291XHuseyin UysalThe Education University of Hong Kong, Hong Kong0000-0003-2499-3097Journal Article20251007In this collaborative autoethnography (CAE), we explore how institutions shape our sense of belonging as expatriate language teacher-scholars. Using Bhabha’s (1994) Third Space Theory as a theoretical lens, we, three expatriate language teacher-scholars from diverse linguistic, cultural, and professional backgrounds, engaged in critical dialogue and reflection to analyze our personal narratives. Our findings indicate that institutions profoundly influence our sense of belonging through multiple interconnected factors, including language(s) used, professional recognition and support, collegial relationships, and employment stability. Institutions that proactively provided supportive measures—such as language assistance, acknowledgment of professional expertise, and secure employment conditions—significantly enhanced our feelings of inclusion. Conversely, the absence of such support often reinforced our experiences of isolation and exclusion. This CAE underscores the necessity of institutional practices that actively cultivate inclusive environments, accommodating the unique needs of expatriate educators and facilitating their professional and emotional integration. Ultimately, our findings highlight the dynamic, ongoing negotiation of hybrid identities within institutional third spaces.https://ijltr.urmia.ac.ir/article_121834_5aeb08ec40cb56dd050c61b1f302a8da.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201Crossing Horizons: An Autoethnography of Professional Growth10311912183510.30466/ijltr.2025.56752.3226ENFatemeh Ranjbaran MadisehSultan Qaboos University, Oman0000-0001-9326-4475Journal Article20251109This autoethnographic study explores the professional development of a female Iranian expatriate teaching in Oman’s higher education system. The study explores the intersections of cultural adaptation, pedagogical transformation, and identity negotiation through reflective narrative and critical self-inquiry in a transnational academic setting. Drawing on lived experience, the study examines the realities of academic life abroad, institutional power structures, and the sociopolitical dynamics of Omanization. The narrative demonstrates how critical reflexivity, pedagogical innovation, and professional agency were all sparked by cross-cultural engagement. This study adds to the expanding corpus of research on foreign teachers and the transformative power of teaching across borders, placing it within larger discourses of globalization, educational mobility, and intercultural pedagogy. It makes the case that, rather than being a straight-line adjustment process, it is an evolving practice of becoming, one marked by disruption, resilience, and deep intellectual renewal. The study concludes by outlining implications for institutional policy, support for expatriate faculty, and future research on language teacher identity and autoethnographic inquiry in higher education.https://ijltr.urmia.ac.ir/article_121835_8d25607c8ba1a577467c5109a9ac2c56.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201Crossing Back, Looking Forward: Teacher Education as a Site of Being, Belonging and Transpedagogical Becoming12114012183610.30466/ijltr.2025.56720.3212ENIrasema Mora-PabloUniversity of Guanajuato, Mexico0000-0001-8532-5522Journal Article20251102This article examines the identity trajectories of four transnational language teachers who have returned to Mexico and enrolled in teacher education programs at a public university in central Mexico after living in the United States for a number of years. Drawing on poststructuralist views of identity (Barkhuizen, 2017; Norton, 2013), Anzaldúan theories, and anti-malinchismo (Kasun & Mora-Pablo, 2021; 2022), this study explores how these teachers manage conflicts between their personal histories abroad and the professional and sociocultural demands of teaching languages in Mexico. Through narrative inquiry, using autobiographies and semi-structured interviews, results show how their time in the United States significantly influenced their pedagogical views and self-perception as language teachers. However, returning to Mexico triggers complex negotiations of legitimacy, belonging, and recognition. Their participation in language teacher education programs turns out to be crucial for identity reconfiguration. These provide opportunities to balance their transnational experiences with local teaching realities, as well as academic grounding and reflective practice. The programs' function in fostering a feeling of both professional and personal belonging is highlighted by the findings, which also reveal institutional shortcomings in aiding returning teachers. This work aims to increase understanding of how mobility and organized academic and pedagogical engagement shape teacher identity in the context of return migration.https://ijltr.urmia.ac.ir/article_121836_817c881c58b75eb666dbac9d67094a27.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey14116612183710.30466/ijltr.2025.56757.3231ENIsmail XodabandeKharazmi University, Iran0000-0001-5599-8582Sedigheh KarimpourMazandaran University of Medical Sciences, IranJournal Article20251111This study investigated the dynamic interplay between resilience and professional identity construction among Iranian expatriate English language teachers working in Turkey. Grounded in the theoretical framework of activity theory and employing a narrative inquiry methodology, the research examined how teachers navigated institutional, cultural, and pedagogical challenges in transnational teaching contexts. Data were collected from eight Iranian teachers through open-ended questionnaires, narrative frames, and semi-structured interviews. The findings revealed four interrelated themes: negotiating institutional expectations and autonomy, navigating cultural dissonance and identity reconstruction, sustaining professional self through adaptive resilience, and re-authoring identity through connection and recognition. These themes illustrated that participants’ resilience was not a fixed personal trait but a socially mediated and contextually embedded process that co-evolved with their identity construction. The study contributed to the literature by foregrounding the situated and relational dimensions of resilience and by demonstrating how expatriate teachers reconstructed their professional selves through acts of adaptation, reflection, and connection. The findings carried implications for teacher education and institutional policies that aimed to support the development and well-being of expatriate educators in culturally diverse settings.https://ijltr.urmia.ac.ir/article_121837_7243e6748076704d8cfbd474923a228d.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201Developing, Negotiating, and Articulating Identities: An Autoethnographic Study of a Filipino English Language Teacher in Thailand16718212183810.30466/ijltr.2025.56704.3208ENMark B. UllaWalailak University, Thailand0000-0003-1005-5120Lucas KohnkeThe Education University of Hong Kong, Hong KongJournal Article20251029Expatriate teachers often face challenges related to social integration and limited access to local professional networks, which in turn shape their beliefs about legitimacy, professional status, and identity formation in their host countries. This analytic–evocative autoethnographic study traces the professional identity (re)construction of a Filipino English-language teacher in Thailand between 2015 and 2022. Drawing on reflective journals, memos, and dialogues with a critical friend, the study explores how identity was negotiated across incidents of marginalisation and transformation. Using raciolinguistic perspectives and identity-in-practice frameworks, the analysis identified three key themes: (1) linguistic gatekeeping and racialisation, (2) identity repair through research and reflective practice, and (3) pedagogical activism as resistance. The findings show that teacher identity is continually (re)shaped at the intersection of race, nationality, and institutional power, and that critical reflexivity and professional agency function as forms of repair and reclamation. This study contributes to language teacher identity (LTI) research by theorising the lived experiences of a Global South educator in a raciolinguistically stratified context and advancing autoethnography as a decolonial methodology for examining teacher identity and agency in unequal transnational spaces.https://ijltr.urmia.ac.ir/article_121838_10f01700fc1d9e646ca74fcd8f79da7b.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201Restorying the Self: The Identity Work of Expatriate English Teachers in South Korea18320312183910.30466/ijltr.2025.56760.3232ENJovan CavorUniversity of Auckland, New Zealand0000-0002-6726-0806Vincent GreenierAmerican University of Sharjah, UAE0000-0001-6844-2209Journal Article20251112A major destination for expatriate English instructors is South Korea, where teacher profiles are diverse, from those that come for adventure to those genuinely interested in a career in teaching, and others whose intentions and identity change with experience. This study explores how three expatriate language teachers from Western countries negotiate their personal and professional identities while engaging in various forms of investment in relation to their imagined futures, and how they navigate their professional identity development while adapting to new cultural norms and professional expectations. Guided by storytelling as a meaning-making mechanism, this study employs narrative inquiry within a qualitative case study framework, allowing for rich, multifaceted insights into the participants' experiences. Through narrative interviews and photo novellas, the study contributes to our understanding of expatriate language teacher identity formation by revealing the fluid nature of identity construction, which is influenced by their interactions within their institutions and the impact of their life-wide learning that takes place both inside and outside their school. The findings hold important implications for teacher preparation programs, institutional support systems, and professional development initiatives designed for expatriate language teachers who endeavor to strengthen their professional identity on their path to becoming and belonging as a language teacher.https://ijltr.urmia.ac.ir/article_121839_f923f72ae98b449e7e056783a1eb417d.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201The Intersection of Professional and Cultural Identity: A Mixed-methods Study of Expatriate Language Teachers' Adaptation Processes20522512184010.30466/ijltr.2025.56662.3198ENNguyen Huu HoangFPT University, Vietnam0009-0005-8131-0434Journal Article20251014This mixed-methods study investigated the adaptation processes of expatriate language teachers in Vietnam, where traditional Confucian educational values intersect with Western pedagogical reforms, creating distinctive challenges for professional identity development. The research employed an explanatory sequential design, combining survey data from 208 expatriate teachers with 39 in-depth interviews. Quantitative data were analyzed using descriptive statistics, correlation analysis, and multiple regression, while qualitative data underwent thematic analysis. The findings revealed that professional identity navigation is significantly influenced by teaching experience and institutional context, with experienced teachers demonstrating higher levels of integration across professional domains. Cultural adaptation emerged as a critical factor in shaping teaching practices, moderated by institutional type and professional qualifications. The study identified a strong correlation between cultural empathy and professional identity development (r = .56, p < .01), suggesting that successful adaptation requires the development of hybrid professional identities. The results extend existing theoretical frameworks by demonstrating that professional-cultural identity integration follows a developmental trajectory rather than occurring through discrete adaptation events. These findings have significant implications for teacher preparation programs and institutional support systems in international education contexts, suggesting the need for targeted cultural components in professional development and differentiated support based on institutional context.https://ijltr.urmia.ac.ir/article_121840_0dd7388b2d64b786705f8c802b5d9636.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201BOOK REVIEW: Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment22723012184110.30466/ijltr.2025.56344.3078ENBaizhi YinSchool of Foreign Languages, Jiangsu University of Science and Technology, Zhenjiang, People's Republic of China0009-0000-2560-6488Yongli QinSchool of Foreign Languages，
Jiangsu University of Science and Technology，Zhenjiang, People's Republic of China0000-0001-7476-7704Journal Article20250709This review critically examines Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment, edited by Zia Tajeddin and Bedrettin Yazan. The book addresses a significant gap in language teacher identity (LTI) research by exploring the tensions that language teachers face at the intersection of their professional beliefs, instructional practices, and sociocultural contexts. Organized into five sections and featuring fifteen empirical studies across diverse educational settings, the volume investigates how teacher agency, emotion, and investment mediate identity tensions. Drawing on varied theoretical frameworks, including activity theory, positioning theory, and ecological perspectives, the chapters provide nuanced insights into the complex processes of identity construction. This review evaluates the book’s contributions to the LTI field, highlighting its methodological diversity, interdisciplinary reach, and practical relevance for teacher education. While the collection is commendable for its qualitative richness, the absence of quantitative or mixed-methods approaches is noted. Overall, the volume offers a compelling contribution to applied linguistics, making it a valuable resource for researchers, practitioners, and teacher educators concerned with identity dynamics in language teaching.https://ijltr.urmia.ac.ir/article_121841_7890fede26e8eb187b78eaab09fc45dc.pdfUrmia UniversityIranian Journal of Language Teaching Research2322-1291133 (Special Issue)20251201BOOK REVIEW: Generative Artificial Intelligence and Language Teaching23123412184210.30466/ijltr.2025.56558.3160ENIs'haaq AkbarianUniversity of Qom, Iran0000-0003-3001-0739Journal Article20250918Language teacher professionalism must integrate integrity and pedagogical sovereignty to uphold ethical and self-directed teaching practices. Honesty, rigor, transparency, and accountability will ensure research integrity (Hosseini et al., 2025). Likewise, in addition to upholding the features above, updating language teachers with cutting-edge and pedagogically effective technology (e.g., digital literacy) will ensure ethical, responsible, and effective profession. Fortunately, resources like Generative Artificial Intelligence and Language Teaching from Cambridge University Press’s Element Series provide language teachers with an essential foundation for mastering GenAI, ensuring they stay at the forefront of ethical, responsible, and innovative pedagogy. <br /><br />The book includes an introduction, eight sections, and three useful appendices. The Introduction advocates that, despite teacher digital competence and confidence in technology use due to Covid-19 pandemic, complexity and diversity in GenAI use require unique competency, hence professional digital competence. Thus, to conceptualize the need, the authors adopt five aspects of ‘professional-GenAI-competence (P-GenAI-C): a) GenAI technological proficiency, b) GenAI pedagogical compatibility, c) professional work, d) risk, well-being, and ethical use, and d) student preparation.https://ijltr.urmia.ac.ir/article_121842_5b6d3447a9fafb01f164f5fb56da9b10.pdf