Bridging Two Worlds: How Transnational CFL Teacher Candidates Construct, Negotiate, and Perform Their Language Teacher Identity in a U.S. TEP
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The rapid growth of Chinese as a Foreign Language (CFL) education in the United States has highlighted the need for qualified CFL teachers who can navigate the complexities of transnational teaching and learning environments. With their cultural, linguistic, and educational backgrounds, transnational CFL teacher candidates face unique challenges in developing their Language Teacher Identity (LTI) within U.S. teacher education programs (TEPs). This study explores how transnational CFL teacher candidates construct, negotiate, and perform their LTI in their U.S. master’s TEP. Guided by Third Space Theory (Bhabha, 1994), this qualitative multiple-case study investigates how participants navigate the interplay of their Chinese educational upbringing and U.S. teacher preparation. Data collection involved three rounds of semi-structured interviews, critical incidents audio recordings, and visual elicitations. The findings reveal that participants’ LTI development is rooted in their effort to negotiate their past and present educational experiences within a dynamic third space. Their Chinese educational background, emphasizing discipline and authority, often contrasted with the U.S. focus on student-centered, holistic approaches. This interplay encouraged participants to reflect critically upon and blend elements of both systems into their emerging teaching philosophies. At the same time, participants negotiated their linguistic, gender, and cultural roles, which influenced how they perceived themselves as professionals in a CFL classroom. Their professional relationships with mentors and colleagues influenced their LTI development, providing both opportunities for growth and moments of tension. While essential for refining their teaching practices, feedback presented a double-edged challenge: constructive feedback enhanced their confidence, but unclear or overly critical feedback undermined their self-efficacy. Through reflection, participants transformed these tensions into opportunities for growth. Reflections also allowed them to develop a more adaptive and hybrid LTI. This study underscores the importance of mentorship, structured reflection, and identity-oriented teacher preparation to support transnational CFL teacher candidates in navigating cross-cultural teaching contexts. The findings provide insights for designing inclusive, identity-oriented TEPs that address the complexities of LTI development in transnational settings and contribute to the professional growth of CFL educators in the U.S.
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