Journal Of Language Identity And Education, cilt.22, ss.1-8, 2019 (SSCI İndekslerine Giren Dergi)
This longitudinal case study explored the language teacher identity construction of two novice native English-speaking teachers (NESTs) in an EFL context. Adopting a poststructuralist approach, Emily and David’s teacher identity construction was explored in relation to the emotional labor they expressed and experienced throughout their first year at a university in Turkey. Data were collected over a six-month-period through weekly journal entries, semi-structured follow-up interviews and researchers’ field notes. While Emily and David had similar experiences as novice NESTs in their institution, three factors made a difference in their trajectories: educational background, competence in the local language, and supportive discourses at work. These three factors led to different emotional labor in their lives which then contributed to their investment and participation in communities of practice, Overall, this study presents the ways in which emotional labor is interwoven with notions of investment, burnout, communities of practice, and teacher identity at large.