Discursive Identity of ESP Teachers in Chinese Universities: A Multiple Case Study

Da-wang HUANG, Pin DENG, Jin-lin CHEN


This study explores the way two college ESP teachers constructed their discursive identities across different discourse communities and an array of discourse types. Discursive identity in interactional, developmental and historical contexts is used to conceptualize this joint enterprise of identity construction. Results show that there is a distinct mismatch between discursive self-representation of these two informants and imagined positioning of idealized ESP teachers amongst other language teachers. The involvement of ESP students and other social stakeholders is also examined to ensure the comprehensive exploration of identity negotiation.


Language teachers, English for Specific Purposes, Teacher identity.


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