engleski

ESP teacher identity through the lens of thematic content and linguistic analyses

With the emergence of language teacher identity as a research topic, the issue of ESP teacher identity both globally and in the Croatian context has not been examined sufficiently. The present paper seeks to contribute to closing this gap. It presents the investigation of the identity of a Croatian ESP teacher, as it is reflected in their language use, and the role they attribute to subject specific language competence and knowledge, the latter being identified as a major identity issue in ESP teachers . This exploratory, qualitative study investigates the current perceptions of a Croatian ESP teacher who has just embarked on an ESP teaching journey after eighteen years of teaching in a Croatian secondary school. The data was obtained through semi-structured interviews. By means of a content analysis, the teacher‘s current sense of self and the role that language plays in ESP teaching is investigated. The interviews are also analysed with respect to the use of specific grammatical, lexical and conversational means and strategies, thereby offering an insight into language-related aspects of ESP teacher identity, revealing who language teachers think they are, how they view their teaching environments and a number of language- specific aspects that can have an effect on students’ learning processes.

ESP teacher identity, narrative analysis, thematic content analysis, linguistic analysis

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