Identity dynamics of ESP teachers from English vs. non-English departments
What is it about?
Studies on English teachers’ identities are abundant, but those on English for specific purposes (ESP) teachers in diverse workplaces are scarce. Since workplaces significantly shape teacher identity (Pennington, 2014), this study explored how non-English and English departments construct ESP teachers’ identity at four Indonesian universities. Using narrative inquiry via semi-structured interviews based on the adapted TESOL teacher framework (Tao & Gao, 2018), data were analysed with Miles et al.’s (2014) phases of qualitative data analysis: (1) data collection, (2) data condensation, (3) data display, and (4) conclusion drawing and verification. Findings revealed that ESP teachers from non-English departments were more deeply engaged with their roles than those from English departments, indicating the importance of institutional backgrounds in constructing ESP teacher identity. The findings emphasize the need for institutional support, workplace social interactions, and activities specially planned to enhance ESP teachers’ professional development, especially for those from non-English departments. Understanding these dynamics can inform teaching policies and practices.
Why is it important?
While focusing on societal and institutional influences, previous studies have not explored ESP teacher identity across different workplaces. Pennington (2014) states that the workplace considerably influences teacher identity since factors within this local orientation and experience can impact the teachers’ instructional, disciplinary, professional, vocational, and economic identity, thus, deserving greater attention in current studies. To fill the gap, this study investigates the identity constructions of ESP teachers from English and non-English departments. ESP teachers from English and non-English departments differ in priorities, awareness of limitations, and actions to fit their institutional context. This context often influences teacher identity more than broader factors, as teachers adapt values and practices to fit specific communities, cultures, institutions, and student groups (Pennington, 2014). Understanding identity constructions in these two workplaces can be the basis for improving policies of teaching ESP that provide tailored strategies and support systems for ESP teachers’ specific needs.