A Case Study of Chinese EFL Teachers’ Identity Tensions: A Dialogical Approach

Teacher identity plays a key role in language teaching effectiveness and teachers’ professional development, with more and more attention being given to their identity tensions. However, little is known about English language teachers’ identity tensions with young learners from a dialogical approach. This study analyzed language teachers’ identity tensions from the multiplicity-unity, discontinuity-continuity and social-individual dimensions with a qualitative case study approach. The data were collected from interviews and classroom observations with two primary school EFL teachers in China. Thematic data analysis illustrated that the participants experienced identity tensions from their desired identity, expected identity and imposed identity, influenced by their beliefs, emotions and agency, young learners’ characteristics and Chinese sociocultural contexts. Implications are provided for teacher educators, policymakers and school administrators to help EFL teachers better deal with their identity tensions.