This longitudinal study examined how an English for Specific Purposes (ESP) teacher transformed her teacher identity over time. Hinging on the close relationship between teaching and identity construction, this study was grounded on the notion that teaching a language is becoming a person who teaches it (Benson, 2017). Data were collected through six face-to-face interviews and six electronic interviews with the teacher during a four-year period. Findings demonstrate that becoming an ESP teacher is a complex process of constructing and negotiating identities. The teacher started ESP teaching as a scared general English teacher, and then negotiated her identities as a struggling but hardworking collaborator and learner. Later, she positioned herself as a novice ESP teacher, and then finally constructed her identity as a competent, helpful ESP teacher. Significant factors affecting identity transformation include needs analysis, enhanced subject matter knowledge, capacity to develop teaching materials, and teacher agency. Based on these findings, this study suggests implications for ESP teacher education programs.

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.

Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers’ identity, few studies have explored native English-speaking teachers’ (NESTs’) professional identity. Taking poststructural approaches towards identity, the present study investigated how two NESTs working in Korean universities perceived themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. Findings showed that the NESTs constructed multiple identities differently shaped by various factors, such as previous experiences and college majors. One NEST had identities of a role model for foreign language learning and a caretaker, while the other showed weak identities as a teacher with identities of a writer and a babysitter. Despite such differences, the NESTs commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teachers’ professional identity and practices.

The number of multicultural families has been increasing in Korea recently, and it is reported that students from multicultural family experience multiple struggles in English learning. With an awareness of mothers’ role in child’s education, this study aims to investigate multicultural family mothers’ perception of English education and the extent of those mothers’ involvement in their child’s English learning. For the purpose of this investigation, the present study collected survey data from 115 multicultural family mothers with varying national backgrounds, and interviews were conducted with 10 mothers. The results of this study reveal that the multicultural family mothers were well aware of the importance of English skills and knowledge with a belief in the practical value of English as a gatekeeper to materialistic, symbolic resources. However, the mothers were not that actively involved in child's English learning for several reasons, including their limited English proficiency and economic burden. Based on the findings, the present study offers practical suggestions for assisting multicultural family children’s English education and their social integration.

Since the notion of World Englishes attracted growing attention, the dichotomy between native speakers (NS) and nonnative speakers (NNS) has been challenged. Nonetheless, the belief that NS teachers are superior to NNS teachers still persists. Against this background, this study investigated how Korean college students perceived NNS English instructors and whether students' experiences with NNS teachers and English proficiency level influenced their perception. Data were collected from 472 students enrolled in communication-oriented English courses through questionnaires. Data analysis revealed that Korean college students generally had favorable perceptions of NNS instructors. Moreover, findings revealed that students perceived grammar teaching to be NNS instructors' greatest strength while culture teaching to be their biggest weakness. The study also found that the students who had learned from NNS instructors, had more positive views of NNS than the students who had not had any relevant NNS teaching-learning experiences. Similarly, lower level learners' perception was found to be more positive than higher level learners' perception.

The purposes of the study arc to explore difficulties that native English speaking teachers (NESTs) experienced while co-teaching and to investigate their suggestions for better co-teaching. This study collected data from nine NESTs working at secondary schools in Korea through interviews. Regarding difficulties, the NESTs pointed out the hardships in relation to a lack of clear guidelines of co-teaching or role expectations, less active participation in class by Korean English teachers (KETs), and working with too many KETs for co-teaching. The NESTs made several suggestions for future co-teaching, such as provision of clearer guidelines to follow, decrease in the number of KETs to co-teach with, practical help in the format of co-teaching training and class observations, more interaction with KETs, and a new curriculum for co-teaching. Based on the findings, this study offers practical suggestions for better co-teaching.

This article explores Korean English teacher’s co-teaching practices and perspectives through a narrative inquiry of a high school teacher, Ms. Lee. It examines her lived experiences and perceptions as she goes through her first journey of co-teaching in her eleven-year teaching career. Data for this study consist of 12 reflective journals, two face-to-face interviews, and three follow-up email interviews. Ms. Lee’s stories illuminate a journey in which she developed a deeper understanding of co-teaching and co-teachers’ roles. Throughout her journey, Ms. Lee maintained her initial view of her primary role as an aide, but co-teaching experiences offered her opportunities to consider her position from various perspectives and thus construct her identity taking multiple roles. Thus, within the anchor role of a helper, she performed various roles for the students, such as a class management aide, a careful mediator, and a psychological supporter. She also served a couple of roles for the native English-speaking teacher (NEST), such as an instruction partner, a crisis manager, and a secretary. In her narratives, Ms. Lee also shared her view of the NEST’s roles and suggested ideas for better co-teaching. Based on the analysis of her narratives, this article highlights practical implications for co-teaching.