"Is this what DLI teachers do, right?" The construction and negotiation of professional identities in dual language and immersion teachers

Abstract

This multiple case study investigates the professional identities of three dual language immersion (DLI) teachers after they graduate from a teacher education program (TEP) that emphasizes DLI pedagogies. I use the communities of practice framework (Wenger, 1998), the portraiture methodology (Lawrence-Lightfoot, 1983, 1994; Lawrence-Lightfoot & Davis, 1997), and the positioning theory as an analytical tool (Davies & Harré, 1999; Kayi-Aydar, 2021) to understand how participants construct and negotiate their professional teacher identities, particularly as a content and language teachers, when writing language objectives in their classrooms. The findings reveal that advocacy for student needs, teacher well-being, and equitable practices significantly shape the professional identities of the study participants. Contextual factors, including school environments and mentorship experiences, emerged as critical influences on professional identity negotiation, particularly during the COVID-19 pandemic, which affected self-efficacy and teaching approaches. Additionally, the study highlights that the salience of content and language integration varies depending on teaching contexts and experiences, suggesting a need to reevaluate expectations regarding language objective planning in DLI settings. This study provides implications for teacher education programs and offers guidelines for engaging future DLI teachers in identity work so they can reflect on their positions, develop advocacy skills, and foster collective teacher agency. This study also emphasizes the need for a nuanced understanding of content and language pedagogy for DLI teachers.