The Negotiation of English Teachers’ Identity Representation In EFL Classroom

Main Article Content

Irene Rosalina


This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values ​​, and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.


Download data is not yet available.

Article Details

How to Cite
Rosalina, I. (2021). The Negotiation of English Teachers’ Identity Representation In EFL Classroom. Nuris Journal of Education and Islamic Studies, 1(1), 31–39.


Abdely, A. Al. (2016). Types and Functions of Code-Switching in the English Language Types and Functions of Code-Switching in the English, (August).

Akiyama, R. (2016). Language , culture , and identity negotiation : perspectives of adolescent Japanese sojourner students in the Midwest , USA.

Debora Tri Ragawanti. (2009). Questions and Questioning Techniques: A View of Indonesian Students’ Preferences. K@Ta, 11(2), 155–170.

Gonzales, S. M., & Gabel, S. L. (2017). Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents : What We Need to Know in Teacher Education, 19(2), 61–81.

Hall, K. (2005). Identity and interaction: a sociocultural linguistic approach, 585–614.

Hall, K. (2016). Identity and Interaction: A Sociocultural Linguistic Approach, (October 2005).

Hopkyns, S. (2014). The effect of global English on culture and identity in the UAE: a double-edged sword. Learning and Teaching in Higher Education: Gulf Perspectives, 11(2), 1–20.

Hui, L. (2015). Intercultural communicative competence , language proficiency , and study abroad, 4(2), 57–67.

Kinginger, C. (2013). Identity and Language Learning in Study Abroad, 46(3), 339–358.

Koole, T. (2015). Classroom Interaction. The International Encyclopedia of Language and Social Interaction, 1–14.

Leeuwen, V. T. (2006). Critical Discourse Analysis. Elsevier, (2001), 290–294.

Lies Sercu , (2005). Foreign Language Teachers and Intercultural Competence. Clevedon: Multilingual Matters LTD. Retrieved from

Mappiasse, S. S., & Bin Sihes, A. J. (2014). Evaluation of english as a foreign language and its curriculum in indonesia: A review. English Language Teaching, 7(10), 113–122.

Mertens, D. M. (2009). Research and evaluation in education and psychology: integrating diversity ... Retrieved from

Petek, E. (2013). Teacher’s Beliefs about Classroom Interaction and their Actual Practices: A Qualitative Case Study of a Native and a Non-native English Teacher’s In-class Applications. Procedia - Social and Behavioral Sciences, 70, 1195–1199.

Sharifian, F. (2010). English as an International Language. Bristol: Multilingual Matters LTD.