Revisiting the Professional Identities of Transnational Foreign Language Teachers in the United States

In this study, we examined how transnational teachers negotiate the cultural and educational practices in U.S. foreign language classrooms, and how they create their own teaching third space at the core of their professional identities. Our findings showed that the transnational teachers\u27 professional identity formation processes were complex and ongoing. Viewed from the third space framework, teaching in the new settings is a constant construction and reform process of professional identity