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] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194008078 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Identity marginalization among EFL teachers in Iranian language institutes: a positioning analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yadollahpour%2C+Reza%22">Yadollahpour, Reza</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> reza.yadollahpour@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Tajeddin%2C+Zia%22">Tajeddin, Zia</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Jun2026, Vol. 54 Issue 3, p495-511. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+isolation%22">Social isolation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09571736.2025.2451945 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 495 Subjects: – SubjectFull: Language teachers Type: general – SubjectFull: Discourse analysis Type: general – SubjectFull: Graduate students Type: general – SubjectFull: Autonomy (Psychology) Type: general – SubjectFull: Social marginality Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Social isolation Type: general Titles: – TitleFull: Identity marginalization among EFL teachers in Iranian language institutes: a positioning analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yadollahpour, Reza – PersonEntity: Name: NameFull: Tajeddin, Zia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09571736 Numbering: – Type: volume Value: 54 – Type: issue Value: 3 Titles: – TitleFull: Language Learning Journal Type: main |
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