This is a two-phase study toward understanding the cultural identity development of the English as a Foreign Language (EFL) teachers when they participated in cultural negotiation programs and developing a negotiated model of cultural identity development for the second language teacher education programs. To such ends, the analysis of the narratives authored by five experienced and four novice EFL teachers was done by using Wenger’s (1998) community of practice and Pennington’s (2014) TESOL (Teaching English to Speakers of Other Languages) teacher identity model to track the cultural identity development of the EFL teachers during the cultural negotiation sessions. Then, by meticulously examining the theoretical and empirical underpinnings about cultural identity including the theories and previous empirical studies along with the results obtained from the first phase of the study, we developed a negotiated model of cultural identity development for the EFL teachers. The model is a theoretical one which can be applied to different second language teacher education programs to develop the cultural identity of the language teachers by participating in negotiation sessions. The study concluded with some implications for second language teacher education programs to develop the cultural identity of the EFL teachers.


Cultural Identity, Narrative Analysis, Negotiation, Teacher Education

Author Bio(s)

Hussein Meihami is a PhD holder in applied linguistics from Shiraz University, Iran. He has published papers in various journals including Scientometrics, Journal of Language and Cultural Education, Teacher Education for Sustainability, Teaching Language Skills, Issues in Language Teaching, etc. He has also presented papers in many conferences. His research interests are teacher education, teaching L2 writing, discourse analysis, and Scientometrics. Correspondence regarding this article can be addressed directly to: hussein.meihami@yahoo.com.

Naser Rashidi is a Professor of TEFL and the faculty member of Shiraz University, Islamic Republic of Iran. He has presented and published many papers in different (inter)national conferences and reputable journals. His areas of interest include the philosophy of language learning, critical pedagogy, critical discourse analysis, and teacher education. Department of Foreign Languages & Linguistics, Shiraz University, Shiraz, Iran. Correspondence regarding this article can also be addressed directly to: naser.rashidi@shirazu.ac.ir.


Our sincere acknowledgment goes to Sally St. George for her kind and insightful comments on the paper. During the time we worked with Sally, we see ourselves in a community of practice in which we learned a lot.

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