There is a growing research interest in language teachers’ professional identity. Nevertheless, unlike studies involving the identity of native and non-native English-speaking teachers, few studies analyzed Gyopo English teachers’ identity despite a sizeable body of Gyopo teachers in the Korean educational context. Using post-structural perspectives of identity, this case study analyzed the identities of a Gyopo instructor as an English teacher and how such identities were reflected in classroom practice. Data were collected through interviews, classroom observations, and self-reflective reports written by the participant. Findings reveal that the participant constructed multiple professional identities as a teacher with previous language learning experiences, a bridge-builder, a multitasker, and a teacher who is not a native English speaker but an American, and a replaceable person. While experiencing identity conflicts, she constantly negotiated and renegotiated her multiple, contradictory identities to position herself more favorably. Based on these findings, the present study offers pedagogical suggestions.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1. Language Teachers’ Professional Identity
    2.2. Native Speaker vs. Non-Native Speaker Dichotomy
    2.3. Gyopo Teachers
3. METHODOLOGY
    3.1. Participant
    3.2. Data Collection
    3.3. Data Analysis
4. FINDINGS
    4.1. “I Was Once a Language Learner Myself”
    4.2. “I Am a Bridge-Builder”
    4.3. “I Wear Many Hats”
    4.4. “I May Not Be a Native, But I Am American”
    4.5. “I Am a Replaceable One”
5. DISCUSSION AND CONCLUSION
REFERENCES

• Jung Won Lee(Graduate Student, School of English Language and Literature, Sookmyung Women’s University)
• Myonghee Kim(Professor, School of English Language and Literature, Sookmyung Women’s University) Corresponding author