Language Teacher Possible Selves

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Language Teacher Possible Selves

Convenors: 

  • Edward Jay QUINTO, Mapúa University, Philippines, Linguistic Society of the Philippines
  • Christina GKONOU, University of Essex, United Kingdom
  • Eunbi KWON, Hanyang Women’s University, Republic of Korea

Scope : The AILA Research Network on Language Teacher Possible Selves focuses on exploring the dynamic relationship between language teachers' professional identities and their envisioned "possible selves," which are future-oriented self-perceptions that influence motivation, behavior, and professional development. This network operates within applied linguistics, particularly at the intersection of language teacher education, identity studies, and motivational research. It seeks to understand how teachers' aspirations, fears, and expectations about their professional futures shape their teaching practices, job satisfaction, and overall career trajectories. The scope of this research includes investigating how teachers across different cultural, institutional, and educational contexts envision their roles, how these visions evolve over time, and how they impact classroom dynamics and student outcomes. By examining both theoretical and empirical aspects of language teacher possible selves, the network aims to inform teacher education programs, policy-making, and support structures that enhance the professional lives and effectiveness of language teachers. The research is inherently interdisciplinary, drawing on insights from sociolinguistics, psychology, education, and identity studies to better understand and support language educators globally.

Highlight of 3 scientific works by ReN  members:

  • Quinto, E. J. M. (2024). Motivations for Learning English among Timor-Leste Students: Future Oriented Identities in the Context of Nation Building. In S. Boun & C. S. Duran (Eds.), English Education in Southeast Asiam Contexts: Policy, Practice, and Identity (pp. 61–78). Rowman & Littlefield.
  • Quinto, E. J. M., Kwon, E., & Gaerlan, M. J. M. (2020). What does competence mean during the transition to language teaching? Insights from future-oriented identities of Filipino NLTs. Asian EFL Journal, 27(4.3), 65–86.
  • Gkonou, C. (2017). Emerging Self-Identities and Emotion in Foreign Language Learning: A Narrative-Oriented Approach. ELT Journal, 71(3), 381–383. https://doi.org/10.1093/elt/ccx018

Some members: 

  • Jerry Kwon LEE, University of California, Irvine (United States)
  • Peter Joseph TORRES, Arizona State University (United States)
  • Mohammad N. KARIMI, Kharazmi University (Iran)
  • Adel DASTGOSHADEH, Islamic Azad University (Iran)
  • Reyhan ASLAN-ÇANKAYA, Niğde Ömer Halisdemir University (Turkiyë)
  • Victoria OLIVEIRA, Porto University (Portugal)
  • Maria Hannah MARTIN, Juntendo University (Japan)
  • Kristine DE LEON, Sohar University (Oman)
  • John Christopher CASTILLO, Mapúa University (Philippines)
  • Jonathan MACAYAN, Mapúa University (Philippines)
  • Lance Austin ELIZAGA, Mapúa University (Philippines)
  • Marianne Jennifer GAERLAN, De La Salle University (Philippines)