The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

中文翻译：

---

语文教师身份

语言教师身份的话题在当前的学术文献中受到强烈关注。了解第二语言/外语教师所构建身份的复杂性至关重要，因为教师将自己视为专业人士的方式会影响教师发展（例如 Kanno & Stuart，2011*）、与同龄人和同事的互动（例如，Kayi-Aydar，2015* )、教学选择或课堂实践（例如，Duff & Uchida，1997*），以及获得语言的权力和所有权（De Costa & Norton，2017*；Varghese 等人，2016*），最终巩固或削弱第二/外语教学（Varghese 等人，2016*）。