Speaker
Rebecca Clippard
Description
This study explores Language Teacher Identity (LTI) development among Assistant Language Teachers (ALTs) working in Japan. The mixed-methods research reveals complex roles influenced by student investment and classroom experience. Interview results highlight narrow functional expectations, objectification metaphors, and the "fun teacher" identity. The findings suggest that ALTs navigate between claimed and assigned identities.
| Title | Development of Language Teacher Identity of ALTs |
|---|---|
| Teaching Context | Assistant language teachers |