Identity practices of English teachers in Brazilian digital communities

Abstract

This study investigates the identity
practices of three virtual communities directed to
English teachers – “English Language Teachers”,
“English Teachers in Brazil”, and “I am an English
Teacher” – in order to understand how teachers’
professional identities are constructed in the
discourse of community members. The study is
grounded on Critical Discourse Analysis (Fairclough,
2000). The research methodology is interpretive
and the analysis seeks identity representations that
materialise in users’ linguistic choices. Findings
reveal an attempt to set a traditional professional
identity for foreign language teachers in their
respective communities.

DOI: 10.28998/2317-9945.2014v1n53p81-103