Identity marginalization among EFL teachers in Iranian language institutes: a positioning analysis.
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| Title: | Identity marginalization among EFL teachers in Iranian language institutes: a positioning analysis. |
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| Authors: | Yadollahpour, Reza1 (AUTHOR) reza.yadollahpour@gmail.com, Tajeddin, Zia1 (AUTHOR) |
| Source: | Language Learning Journal. Jun2026, Vol. 54 Issue 3, p495-511. 17p. |
| Subject Terms: | *Language teachers, *Discourse analysis, *Graduate students, *Autonomy (Psychology), Social marginality, Professional identity, Social isolation |
| Abstract: | This study explores the marginalised identity of three Iranian English as a foreign language (EFL) teachers by analysing their narratives texts, using a three-level positioning approach to explore how participants positioned themselves and others in their narratives. Struggles to exercise agency, isolation (distancing oneself from colleagues), colleagues lacking specialist qualifications, and a perceived lack of appreciation influenced their professional identity development, leading to marginalised identity. The findings suggest how the positionality of participants regarding themselves and others was violated when they practised in private language teaching institutes. The persistent experience of being marginalised acted as a stimulus for them to reposition their identity within the ELT context by obtaining postgraduate qualifications to secure positions in academia. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study explores the marginalised identity of three Iranian English as a foreign language (EFL) teachers by analysing their narratives texts, using a three-level positioning approach to explore how participants positioned themselves and others in their narratives. Struggles to exercise agency, isolation (distancing oneself from colleagues), colleagues lacking specialist qualifications, and a perceived lack of appreciation influenced their professional identity development, leading to marginalised identity. The findings suggest how the positionality of participants regarding themselves and others was violated when they practised in private language teaching institutes. The persistent experience of being marginalised acted as a stimulus for them to reposition their identity within the ELT context by obtaining postgraduate qualifications to secure positions in academia. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09571736 |
| DOI: | 10.1080/09571736.2025.2451945 |
