Restorying the Self: The Identity Work of Expatriate English Teachers in South Korea

Document Type : Original Article

Authors

1 University of Auckland, New Zealand

2 American University of Sharjah, UAE

Abstract

A 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.

Keywords

Iranian Journal of Language Teaching Research
Volume 13, 3 (Special Issue)
December 2025
Pages 183-203

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History

  • Receive Date: 12 November 2025
  • Accept Date: 12 December 2025

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