SAUDI UNIVERSITY-BASED LANGUAGE INSTRUCTORS’ PROFESSIONAL IDENTITY: A NARRATIVE STUDY

Abstract

Language instructors’ professional identity involves a multitude of factors and characteristics that explain practices, meanings, and values, particularly pedagogical ones, that contribute to the identification of identity(s) (Block, 2007; Beauchamp & Thomas, 2009; Beijaard et al., 2004; Miller, 2009; Varghese et al., 2005). Guided by narrative approach (Clandinin, 2015; Clandinin & Connelly, 2000; Connelly & Clandinin, 1988, 1990; Oliver, 1998; Riessman, 2008) and communities of practice (CoP) principles (Wenger, 1998), this study employed eight narrative prompts to answer two research questions: (1) how do Saudi university-based EFL language instructors construct their professional identity without their entitled academic privileges and/or accommodations?; (2) what does their future professional aspiration reveal about their current professional identity? The study’s findings have implications for EFL academic education programs, suggesting the need to revise the regulations that affect EFL language instructors and support the formation of their professional identities based on their lived experiences.