Who's Teaching?

As Canadian classrooms become increasingly diverse, aligning teaching practices with the multicultural, plurilingual realities of students becomes imperative. This study explores the dynamic role of Language Teacher Identity (LTI) in shaping pedagogical practices within English as Additional Language (EAL) programs at a rural Alberta high school. Using semi-structured interviews analyzed through Critical Discourse Analysis (CDA) and positioning theory, the research investigates how teachers’ immigration histories and cultural experiences influence their instructional strategies and engagement with newcomer and immigrant students. Results reveal that teachers’ personal and professional histories not only enhance their empathy and instructional approaches but also continuously shape their identities. These identities are negotiated through their interactions with the educational system and their plurilingual or multicultural experiences, enabling them to connect more effectively with students and enhance cultural responsiveness. The study underscores the importance of recognizing and nurturing LTI as part of professional development to better equip teachers for diverse classrooms. It also calls for more longitudinal and cross-contextual research to deepen our understanding of how LTI affects teaching practices in multicultural and plurilingual contexts.