Exploration of teacher’s identity in EFL contexts as cultural resources

Some studies have empirically proved that teacher identity representation can be productively utilized to enhance the students’ learning. This case study, therefore, is geared toward investigating how teacher identity in English as foreign language (EFL) contexts can function as cultural resources which can endorse the students’ English mastery. The findings show that in exploring their identity the subject teachers produce certain utterances function not only as information transfer but also as cultural resources. The teacher identity representation tends to be spontaneously and sporadically executed in classroom interactions. To a certain extent, these can bridge the differences between local culture and target culture as well as escort the students to interculturality. The findings also entail some significant implications for teaching and learning English which may provide spacious places for teachers to inoculate the students’ identity. However, the conclusion should be carefully made due to some limitation of the present research