摘要：Conceptualizing language teacher identity as a reciprocal, contextual and discursive process developed by teachers’ positionality in multiple social, cultural, linguistic, professional and educational discourses, this study explored identity positionings reflected in the lived experiences of two female Iranian English language teachers who learned and taught English in their home country. Drawing from Bamberg’s (1997) three-level positioning approach to Positioning Theory as the theoretical and analytical framework, this study reports on the analysis of narrative interviews and written narrative journals collected throughout two restorying cycles. The findings revealed that each teacher took different approaches in positioning the various characters in their storylines. They also denote that labeling games (e.g., native vs. non-native) as well as contradictory institutional policies impacted the teachers’ identity negotiation process while influencing their positioning in the given discourse. The study concludes with implications of the findings in ELT community and teacher education.
关键词：Key words: teacher identities;three-level positioning;restorying cycle;English as a foreign language;overt and covert ELT policies
