Revisiting the professional identity of bilingual language teachers: a phenomenological inquiry into non-native English-speaking teachers’ (NNESTs) identity tensions and their coping strategies

Recognizing the critical role of identity tensions and coping strategies in constructing and redefining teachers’ professional identity, many language scholars have endeavored to unravel distinct identity tensions teachers face in language instructional contexts and the unique strategies they adopt to deal with them. However, existing research has predominantly focused on monolingual and native-speaking teachers, overlooking the identity challenges and adaptive strategies of bilingual, non-native language teachers, who must meet intricate institutional demands. To address this gap, this phenomenological research explored the key identity tensions and the coping strategies of 33 non-native English-speaking teachers (NNESTs), who were purposively recruited from diverse educational contexts. The participants’ perceptions and lived experiences were examined via an open-ended questionnaire and autobiographical writing. Thematic analysis identified four key identity tensions – linguistic insecurity, role conflict, cultural identity negotiation, and student expectations and resistance – alongside three primary coping strategies, including pursuing professional development, setting explicit professional boundaries, and incorporating bicultural pedagogical approaches. Together, the findings emphasize the need to recognize and leverage the linguistic and cultural assets of bilingual, nonnative language teachers within the formal and informal structures, policies, and expectations of educational institutions that shape their professional roles.