NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022

Bharat Prasad Neupane; Laxman Gnawali; Hem Raj Kafle

doi:10.15639/teflinjournal.v33i2/330-348

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Bharat Prasad Neupane
nyaupane.bharat@gmail.com
Kathmandu University, School of Education, Nepal
Laxman Gnawali Kathmandu University, School of Education, Nepal
Hem Raj Kafle Kathmandu University School of Education (KUSOED), Nepal

Vol. 33 No. 2 (2022)

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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.

Neupane, B. P., Gnawali, L., & Kafle, H. R. (2022). NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022. TEFLIN Journal, 33(2), 330–348. https://doi.org/10.15639/teflinjournal.v33i2/330-348

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Bharat Prasad Neupane, Kathmandu University, School of Education

Bharat Prasad Neupane is currently working at Kathmandu University School of Education (KUSOED) as an Assistant Professor of English language education. He regularly presents at inernational conferences and seminars. His areas of interest include narrative inquiry, teacher development, and teacher professional identity. He can be corresponded at nyaupane.bharat@gmail.com.

Laxman Gnawali, Kathmandu University, School of Education

Professor Laxman Gnawali is currently serving in the capacity of Head of English Language Education Department at Kathmandu University School of Education, Nepal. He regularly presents in international conferences and seminars and also has published dozens of articles. His areas of interest include teacher development, teacher wellbeing, qualitative research and teacher development through professional organizations. He can be contacted at lgnawali@kusoed.edu.np.

Hem Raj Kafle, Kathmandu University School of Education (KUSOED)

Dr. Hem Raj Kafle is Associate Professor of English and Communication at School of Education, Kathmandu University. He specializes in rhetoric and communication, and keenly works across rhetorical studies, leadership communication, and creative writing. Dr. Kafle has to his credit a co-authored anthology of poems, two translated books, a collection (book) of reflective essays, a collection of Nepali poems and several research publications on literary and communication discourses and dozens of newspaper columns on socio-political issues. Email: hrk@ku.edu.np; hemraj@kusoed.edu.np

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NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022

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Bharat Prasad Neupane, Kathmandu University, School of Education

Laxman Gnawali, Kathmandu University, School of Education

Hem Raj Kafle, Kathmandu University School of Education (KUSOED)

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