Understanding teacher identity construction through hybridity theory: a case study of a Chinese-Canadian teaching English in China
Bibliographic record
Abstract
Abstract Globalization has given rise to a new generation of English language teachers, including transnational teachers, who have complex teacher identities that the traditional “native” versus “non-native” English teacher dichotomy fails to capture adequately. Researchers have problematized this dichotomy by applying theories such as poststructuralism. However, there is a lack of consensus on a theory that can challenge the monolingual model and the language hierarchy to support the development of teacher identity. Consequently, this case study draws on the theory of hybridity from sociology and uses narrative inquiry and interviews to explore the evolution of a Chinese-Canadian English teacher, Sally, in constructing her teacher identity, which includes both achievements and challenges. The study contributes to the literature by attempting to lessen the impact of the language hierarchy and the “native” versus “non-native” dichotomy through empirical evidence supporting hybridity theory. The findings reveal the complexity of Sally’s teacher identity development across various contexts, resulting in numerous struggles. This complexity aligns with hybridity theory. Moreover, Sally outlines her coping strategies, which could help transnational teachers overcome obstacles and successfully broaden their teacher identities. The study discusses theoretical and pedagogical implications for the development of English language teacher identity and teacher training.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".