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August 15, 2026Teaching and Teacher EducationOpen Access

Navigating identity tensions of languages other than English teachers amid precarity in marketized higher education

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Authors

HLHua LuXZXiaorong Zhang

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Overview

Qualitative multiple case study reveals how institutional marketization shapes identity tensions in university language teachers, highlighting strategies used to maintain professional integrity.

Key Points

  • To examine how teachers of languages other than English experience and navigate professional identity tensions under market-driven and performative pressures in higher education.
  • Conducted a qualitative multiple case study across Chinese universities using an integrated teacher identity framework.
  • Collected and analyzed data from semi-structured interviews, institutional documents, field observations, and informal communications.
  • Teacher identity tensions arose from market-oriented institutional logics, performative evaluation regimes, and marginalized institutional status.
  • Teachers utilized pragmatic adaptation and strategic compliance to protect language program survival within marketized environments.
  • Participants engaged moral professionalism and resilient agency to defend educational integrity and negotiate constrained professional identities.

Cite This Study

Lu et al. (2026) studied this question.

synapsesocial.com/papers/6a80199875c2e31742c858fdhttps://doi.org/10.1016/j.tate.2026.105784
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