Developing language teacher identity through photo-elicitation in TESOL teacher education

This feature article introduces the use of photo elicitation as a reflection technique for TESOL teacher education to explore the connection between emotions and language teacher identity (LTI). In current TESOL teacher education, there is limited knowledge about how to integrate the discussion of emotions and LTI into language teacher education courses and how to engage students in this discussion intentionally and effectively. To address this gap, the authors advocate for the use of an alternative approach—photo-elicitation—to further enrich the reflection techniques that can be used to encourage teacher candidates to discuss and construct LTI through their emotional experiences. The article includes a series of tasks that can be used in TESOL teacher education courses to engage teacher candidates in reflecting upon their emotional experiences and making the connection to their LTI construction.

Duke Scholars

Author Zhenjie Weng DKU Faculty