Exploring Pakistani University teachers professional identity construction and negotiation while teaching English in ESL classrooms

Professional identity is a fundamental aspect of teacher’s lives, yet it remains relatively less explored in the context of Pakistani university teachers teaching English as a Second Language (ESL). This qualitative study seeks to address this gap by investigating the professional identities of twelve Pakistani university teachers within ESL classrooms. The study aims to explore the intricate layers of identity construction and negotiation influenced by language, culture, and pedagogy. Recognising the significance of professional identity in shaping teaching practices and educational outcomes, this research employs a qualitative research design incorporating classroom observations, in-depth interviews, and focus group discussions. They provide a broad understanding of the complex interplay between sociocultural aspects and identity construction and negotiation processes. Building upon the theoretical framework of sociocultural linguistic approach, the study explores the influence of educational background, work experience, and cultural norms on identity construction, shedding light on the dynamic nature of the teaching profession. Through meticulous classroom observations, the study captures the practices and interactions of university teachers, offering insights into the role of language use, instructional strategies, and classroom management techniques in identity negotiation. In-depth interviews provide a focused exploration of university teachers’ perceptions, experiences, and strategies related to professional identity construction and negotiation, while focus group interviews foster collective reflection and dialogue among teachers. By illuminating the distinct processes of professional identity construction and negotiation in ESL contexts, this study contributes to highlight Pakistani university teachers’ experiences. The findings have implications for teacher training, professional development, and pedagogical practices, advocating for culturally responsive approaches to English language teaching in multicultural settings