Identity Marks of Being an English Language Teacher

Abstract

This study explores the identity marks that shape what it means to be an English language teacher. Based on interviews with five language teachers, the research sought to understand both the significance attributed to being an English teacher and the characteristics deemed essential for performing this professional role. The theoretical–methodological approach was grounded in Discourse Analysis. The findings reveal a discursive formation permeated by social, collective, historical, and institutional memory, reflected in the teachers’ narratives, which articulate senses of absence—of opportunities to learn English, of resources, and of interaction with students. These results highlight the lack of formative educational policies directed toward English language teachers within the observed context.