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Book: Identity, Multilingualism and CALL

Chapter: On Becoming Language Education Professionals: Reframing Doctoral Students’ Perceptions of Language Teacher Identity Negotiations

DOI: 10.1558/equinox.43414


This study describes doctoral students’ identity work within a Community of Practice, which developed in a course on educational technology use in L2 education. Course activities (collaborative digital storytelling, asynchronous discussions) positioned them as developing professionals and enabled them to provide mutual support and delineate ideal practices of language educators.

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