Globalisation and L2 Teacher Identity

Globalisation has posed new demands for second language (L2) teachers, necessitating a transformation in their identity to meet the emerging demands in their teaching. This chapter proposes the essential qualities that constitute L2 teacher identity in the context of globalisation. The first quality is awareness and sensitivity towards, knowledge of, and respect for the diversity of Englishes. This is because, with the increasing extent of globalisation and internationalisation of higher education, L2 teachers are encountering learners who are increasingly diverse in terms of native language and culture. A related trait for a globalised L2 teacher identity is a good knowledge of and command over moral education. A strong sense of empathy towards others, especially those who are different from oneself, is another necessary disposition. In terms of ideology, a globalised L2 teacher identity needs to be free from a dichotomous native-speaker/non-native-speaker (NS/NNS) classification to avoid the emergence of “otherness” and marginalisation of learners. The final quality is teachers’ commitment to action taking to fulfil their duties to others. L2 teachers engaging in reflection, intercultural activities, local and overseas on-site or virtual service learning projects, and formal training are recommended for the development of the proposed qualities.