Language as cultural influence on teachers’ identity blending and diversified teaching practice

Research has shown that when exposed to more language choices, those who incorporate additional home languages are more likely to be open to other cultures and cultural change. This paper examines the influence of home language on Hong Kong teachers’ openness to adopting blending strategies to reconcile cultural differences and how these interactions underpin their willingness to adopt diverse teaching methods. Structural equation modelling of 641 teachers’ survey responses yielded the following results. Language conversion had fewer consequences than the teachers’ childhood home language. Teachers whose childhood and current home languages were English tended to exhibit more identity blending, leading to a wider variety of teaching methods. By contrast, those whose childhood language was solely Cantonese (Hong Kong’s lingua franca) showed less identity blending and less use of diverse teaching methods. Other childhood or home languages (e.g. Mandarin) were not found to be significant. Teachers adopting a reversing approach toward cultural differences (identity reversal) showed less diversity in teaching methods but a positive association with identity blending. As the results showed, identity processes can change, potentially allowing teachers to innovate their identities and transform practices. We discuss the global implications of our research insights for policymaking, leadership, and teacher professional development.