Exploring Pakistani University Lecturers’ Professional Identity Construction and Negotiation in ESL Classroom

Abstract

Background: In the context of English as a second language (ESL) education in Pakistani universities, understanding the professional identity construction and negotiation of university lecturers is crucial.   Objective: The current study aims to explore the complex dimensions of professional identity among non-native English speaking (NNES) multilingual Pakistani university lecturers.   Theoretical Framework: This research aims to address the research gap by providing a nuance exploration of the experiences of Pakistani university lecturers by relating sociocultural theory proposed by Lev Vygotsky (1978). As this theory describes how individual’s cognition is associated with linguistic, cultural, institutional and social contexts, therefore, the focus of the sociocultural perception is on involvement in social interactions   Method: Employing the qualitative research approach, the study seeks to investigate the multifaceted aspects that influence the professional identity of the lecturers. Six lecturers were purposively selected on the basis of their linguistic backgrounds and work experiences for classroom observations and in-depth interviews.   Results and Discussion: The findings shed light on the challenges and opportunities faced by Pakistani university lecturers in shaping their roles within the ESL teaching domain.   Research Implications: The study offers valuable insights into the evolving landscape of ESL education in Pakistan, providing various perspectives of how professional identity is negotiated and constructed within this specific educational context.   Originality/Value: The relevance of this study lies in its potential to profoundly influence both academic discourse and educational practices. By delving into the subtle processes of professional identity construction, the study offers valuable insights into the dynamics of teaching and learning in diverse linguistic and cultural settings. It also highlights the critical need for continuous professional development for lecturers to enhance the quality of education.