This paper examines the emergent identities of three STEM (science, technology, engineering and mathematics) lecturers, focusing especially on how they construct themselves with regard to their disciplines and how researchers construct them as potential English language teachers. It begins with essential background information before discussing identity as a key construct. The paper then moves to the presentation of a Foucauldian-inflected version of positioning theory which is employed as a means of understanding the construction of English-medium instruction (EMI) STEM lecturer identities. In the second half of the paper, there is a discussion of three case-studies of EMI STEM lecturers, which shows how each orientates to his or her subject discipline, and the prospect of acting, on occasion, as an English language teacher. Specifically, there is a detailed consideration of how EMI lecturers position themselves in their contacts with researchers and in their teaching; how their self-positionings are consistent or not with how researchers position them; and how self-positionings are similar or different across EMI lecturers. The paper ends with a discussion of what conclusions can be drawn from the research findings.

中文翻译：

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新兴 STEM 讲师身份：EMI 在国际化和英语化的高等教育背景下的行动塑造效应

本文考察了三位 STEM（科学、技术、工程和数学）讲师的新兴身份，特别关注他们如何在学科方面构建自己，以及研究人员如何将他们构建为潜在的英语教师。它从基本的背景信息开始，然后将身份作为关键结构进行讨论。然后，本文转向介绍福柯式的定位理论版本，该版本被用作理解英语教学 (EMI) STEM 讲师身份构建的一种手段。在论文的后半部分，讨论了 EMI STEM 讲师的三个案例研究，展示了每个人如何定位到他或她的学科学科，以及偶尔担任英语教师的前景。具体来说，详细考虑了 EMI 讲师在与研究人员的接触和教学中如何定位自己；他们的自我定位如何与研究人员的定位一致或不一致；以及 EMI 讲师的自我定位是如何相似或不同的。本文最后讨论了可以从研究结果中得出哪些结论。