Barkhuizen, G. (Ed.) (2017). Reflections on Language Teacher Identity Research.

NY:
Routledge. 278 pp. 49.95 (paperback).

Gary Barkhuizen’s research focuses on teacher identity and narrative inquiry within the

field of Applied Linguistics. He provides a unique way of examining, understanding and

deconstructing the concept of Language Teacher Identity (LTI) in the book he edited,

“Reflections on Language Teacher Identity Research”. Right from the opening sentence of the

introduction, Barkhuizen cleverly narrows the gap between himself and readers by letting us

know something about himself that we normally would not have expected. He tells us that he

struggles with the idea of identity in his own research and despite using the term quite frequently

in his own writings, he states that his discomfort, not knowing exactly what identity means to

him. He explains briefly how his graduate students are tempted to research identity-related

topics but are hesitant to do so, because the theoretical and empirical literature is too often

confusing and not clear, implying that perhaps, a meaningful collective interpretation of

‘identity’ especially LTI will “make things less murky” (p.2), not only for anyone conducting

future research, but for teachers, researchers, and teacher educators.

In an attempt to move his mission forward, 41 accomplished researchers accepted his

invitation to describe their understanding of LTI through their own personal research

experiences. Viewpoints from both native and non-native English teachers, teacher educators and

researchers from different parts of the world including: Japan, Canada, South Africa, China, and

Spain, to name a few are included in this comprehensive volume. Each writer discusses topics

and answer questions (provided by Barkhuizen) that are related to language teaching and identity

such as, “What is my definition/conception of language teacher identity?” and “What do I see as

the place of language teacher identity in my field of expertise/research?” (p.2). Barkhuizen

identified fourteen common topics for the future direction in LTI research. Some topic areas that
seemed to be of particular interest: Emotion, and affective aspects of LTI, the interface between

LTI, classroom practice and critical language pedagogy, and linguistic choices and

sociolinguistic knowledge. In addition, each contributor shares how he/she envision the future

development in LTI research with some common methodologies geared more towards

interpretive research (reflections), socio-constructivist, and qualitative research (narrative inquiry

approach). Repeatedly, the need for longitudinal research with widespread and comprehensive

data collection is suggested throughout. Since the chapters s not grouped in any particular order,

the reader is able to pick and choose the chapter that grabs his/her attention.

As a researcher of narrative inquiry, (there is no doubt) Barkhuizen’s choice of using

narration is not only genius, but extremely helpful when trying to understand a concept that he

himself referred to as murky, and for this reason, the book was an enjoyable, informative and

pleasant read. In fact, it was difficult to put down. Each author presents his/her biographical

account on topics (with respect to a theoretical viewpoint) related to language teachers such as

multicultural education, multicultural writing, language teacher education, professional

development, teacher development, etc. The ‘story-like’ nature of this book pulls in the reader,

allowing for shared experiences involving the thoughts and emotions of each narrator as we

walked alongside them. For example, we feel the underlying tension that Canagarajah

experienced between his teaching and his social identity, and we learn how he evolved from his

struggles by responding to his changing identities and values. We are able to understand through

Benson’s explanation how LTI is influenced by multiple identities, and what kind of language

teacher he is. For him, identity is not just based on some social role, but rather how he interprets

his role in relation to his larger self, which may or may not lead to some sort of dissonance. And

this dissonance, he describes can occur anywhere within his professional teaching world. Some
readers will identify with Golombek when she shares her experiences with her own cognitive and

emotional dissonance, and how ‘…dissonance and contradictions, served a pivotal role” (p.151)

in her own professional development.

Although Barkhuizen has not deliberately set out to push for any particular themes

involving LTI, it becomes obvious to the reader that certain commonalities exist within each

narrative that centralize and conceptualize LTI. By recalling the main objective for this book--‘to

make things less murky’ (ibid), Barkhuizen draws up a tentative definition for LTI after

searching for common themes in all the narratives provided. This is not only a cogent start for

conceptualizing LTI, but the nature of this tentative definition allows for different interpretations,

depending on the theoretical viewpoint one subscribes to. This ‘multi-faceted, all inclusive,

tentative’ definition, is clearly explained by the editor, in the hopes of shining some light on the

term “Language Teacher Identity.

After reading this book, it is impossible not to reflect on what the concept of LTI means

to us, and where within this tentative definition do we see ourselves standing; realizing that we

are not alone when trying to unravel our own LTI. Knowing that at one point these language

experts, these individuals whose books and articles are read at the graduate level also questioned,

sought, grappled and unraveled their own identity(ies) makes the process of discovering our own

identities necessary—a rite of passage not only for the language teacher-self, but also for the

language-teacher as a learner of teaching. Graduate students who read this book early in their

studies will come to a better understanding conceptualizing LTI. In addition, each contributor

ends his/her chapter by asking research questions, along with detailed suggestions for topics with

related methodologies possible future research on Language Teacher Identity. Barkhuizen, along

with all the contributors do an excellent job maintaining clarity in their reflections
conceptualizing LTI as well as providing detailed, concrete research questions and suggestions

for future LTI studies. The book is captivating, enlightening and easy to read.

The intended goal of this book was to provide a clearer understanding of LTI, yet it

delivered more. Teachers, whether novice or experienced, language educators, researchers and

graduate students will benefit from this wonderful collection of narratives. Both novice and

experienced language teachers will be able relate to some, if not, most of these accomplished

scholars--drawing from the narrator’s experiences to better regulate their own thoughts and

emotions when struggling with what identity means to them within their professional and/or

personal lives. Language educators can use these narratives as pedagogical tools to mediate

learning student learning about LTI, emotions, or what LTI means for scholars with common

theoretical viewpoints. And finally, graduate students who are searching for dissertation ideas

along with researchers interested in LTI will benefit from all the research questions and

suggestions provided.

Roxanna Ahlgren
The Pennsylvania State University