The Role of Context in Language Teachers' Self Development and Motivation

This book unpacks data from conversations with non-native speaker EFL teachers from understudied contexts - Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine and Vietnam - to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers' self and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes and it challenges the notions of the native/non-native speaker status. Considering the multilingual settings of the teachers, the integration of the politics of language learning and teaching is a fresh approach to work in motivation, and is an expansion of Ushioda's (2009) person-in-context approach.