Though much scholarship has investigated the nexus of language teachers' identities and classroom pedagogies, such studies often have focused on novice teachers in training or experienced practitioners who are working within university IEP or EAP program contexts. Crucially, little scholarship has examined contexts involving content-based instruction (CBI), where many times, instructors are not linguistically trained yet may adopt discipline-specific practices and/or develop their own unique methods for teaching L2 learners. The current study explores this gap, examining a CBI instructor of a legal research and writing course in an L2 English legal education program (i.e., LLM program). For 16 weeks, the researcher conducted a classroom-based ethnography to investigate how an experienced law instructor's various role identities impacted his pedagogical practices as he taught LLM students to write a legal genre called the office memorandum. Data consisted of: in-class observations, fieldnotes, artifacts (e.g., syllabi, assignments), semi-structured interviews, and a visualization reflection. The findings illustrate how three primary role identities shaped the instructor's pedagogy in ways that permeated his curriculum design and his manner of lesson presentation. Implications for L2 educators and researchers are discussed.

尽管许多学术研究调查了语言教师身份和课堂教学法之间的关系，但此类研究通常侧重于培训中的新手教师或在大学 IEP 或 EAP 项目环境中工作的经验丰富的从业者。至关重要的是，很少有奖学金研究涉及基于内容的教学 (CBI) 的背景，其中很多时候，教师没有经过语言培训，但可能会采用特定学科的实践和/或开发自己独特的方法来教授 L2 学习者。当前的研究探索了这一差距，检查了 L2 英语法律教育课程（即法学硕士课程）中法律研究和写作课程的 CBI 讲师。研究人员在 16 周内进行了一项基于课堂的民族志研究，以调查一位经验丰富的法律讲师如何 当他教法学硕士学生写一种称为办公室备忘录的法律类型时，他的各种角色身份影响了他的教学实践。数据包括：课堂观察、实地记录、人工制品（例如，教学大纲、作业）、半结构化访谈和可视化反思。研究结果说明了三个主要角色身份如何以渗透到他的课程设计和他的课程呈现方式中的方式塑造了教师的教学法。讨论了对 L2 教育者和研究人员的影响。研究结果说明了三个主要角色身份如何以渗透到他的课程设计和他的课程呈现方式中的方式塑造了教师的教学法。讨论了对 L2 教育者和研究人员的影响。研究结果说明了三个主要角色身份如何以渗透到他的课程设计和他的课程呈现方式中的方式塑造了教师的教学法。讨论了对 L2 教育者和研究人员的影响。