International Teacher Identity Construction: A Story of An Afghan International Student

  • Lestari Budianto SMPBP Amanatul Ummah; Institut Pesantren K.H. Abdul Chalim
Abstract views: 44 , PDF downloads: 31
Keywords: Identity Construction, International Teacher, Language


Foreign language plays important role in constructing a new identity for an international student. This paper explored the role of English for an international student studying in an Indonesian institute in constructing a new identity as an international teacher in Indonesia. This research used qualitative as the method and narrative inquiry became the research design. The participant of this research was an Afghan international student pursuing a master's degree in an Indonesian institute. The data were obtained through semi-structured interviews and documentation. The findings of this research showed that English skills were needed to show that the participant was an international teacher and English was beneficial for the participant in constructing a new identity as an international teacher in Indonesia.  The participant had started learning English in his Junior High School and practiced using it intensively when the participant went abroad to continue his study for bachelor’s and master’s degrees. This research also revealed that having good speaking skills opened an opportunity for the participant to apply for a job as an English international teacher in Indonesia. Moreover, the speaking skills and international English teacher identity created a bridge for the participant to be a speaker for some events such as seminars and English-based events held by schools and institutes. This research was limited to a participant from a country and focused on teacher identity. It is suggested for future research to conduct similar research with more various participants from various countries and focus on another kind of identity construction.


Adara, R. A. (2018). Students’ Motivation and Preferences Toward Native and Non-Native English Speaking Teachers. Premise: Journal of English Education, 7(1), 1.

Al Balushi, K. (2016). The Use of Online Semi-Structured Interviews in Interpretive Research. International Journal of Science and Research (IJSR), 57(4), 2319–7064.

Alqahtani, M. (2019). The Effect of Native English-Speaking Teachers on the Language Acquisition of EFL Learners. International Journal of Innovation and Research in Educational Sciences, 6(5), 2349–5219.

Barkhuizen, G., & Consoli, S. (2021). Pushing the edge in narrative inquiry. System, 102(October).

Baro, A. L., & Serrano, R. S. (2011). Length of Stay and Study Abroad: Language Gains in Two Versus Three Months Abroad. Revista Espanola De Linguistica Aplicada, 24, 95–110.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.

Chanda, A. (2022). Key Methods Used in Qualitative Document Analysis. SSRN Electronic Journal, 1990, 1–9.

Darling-Hammond, L. (2004). Recruiting and Retaining Teachers: Turning Around the Race to the Bottom in High-Need Schools. Journal of Curriculum and Instruction, November 2018, 16–32.

Dutta, S. (2020). the Importance of “English” Language in Today’S World. International Journal of English Learning & Teaching Skills, 2(1), 1028–1035.

Irma. (2020). Challenges Encountered by EFL Teachers in Teaching Productive and Receptive Skills at SMP 2 Mattirobulu Pinrang. Al-Iftah: Journal of Islamic Studies and Society, 1(2), 133–158.

Isabelli-Garciá, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439–484.

Jeong-Hee, K. (2016). Understanding Narrative Inquiry The Crafting and Analysis of Stories as Research ( ).pdf. In H. Salmon, A. Villaruel, D. C. Felts, & K. Bergstad (Eds.), SAGE Publication, Inc. (First). SAGE Publications, Inc.

Kakilla, C. (2021). Strengths and Weaknesses of Semi-Structured Interviews in Qualitative Research : A Critical Essay. Preprints, June, 1–5.

Kim, H. Il, & Cha, K. A. (2017). Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning. Psychological Reports, 120(4), 670–694.

Kiss, T. (2020). Language use and novice teacher identity in an online Community of Practice. Indonesian JELT: Indonesian Journal of English …, 15(October), 104–124.

Kramadibrata, A. (2016). The Halo surrounding native English speaker teachers in Indonesia. Indonesian Journal of Applied Linguistics, 5(2), 282–295.

Mangendre, Y. (2020). Students’ Motivation on English Native Speaker’s Teaching. Jurnal Pendidikan Glasser, 4(2), 162–168.

Moktan, H. L. (2021). Identity Construction of Novice English Language Teachers: A Narrative Inquiry (Issue July). Kathmandu University.

Moneer, K., & Shewaiter, A. (2019). Native and Non Native Teachers ’ Impact on the Preparatory Year Students ’ Achievement in English Courses at the University of Tabuk. Modern Journal of Language Teaching Methods (MJLTM), 1–10.

Pinar, A. (2016). Second Language Acquisition in a Study Abroad Context: Findings and Research Directions. Colombian Applied Linguistics Journal, 18(2), 83.

Pratama, Y., & Fridolini, F. (2021). the Influence of Native English Lecturer in Improving Students Motivation in Communication Skill. Getsempena English Education Journal, 8(1), 192–204.

Rachmajanti, S., Sulistyo, G. H., Megawati, F., & Akbar, A. A. N. M. (2021). Professional identity construction of EFL teachers as autonomous learners. JEES (Journal of English Educators Society), 6(2), 309–315.

Rao, P. S. (2019). The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal(ACIELJ), Vol 2(Issue 2), 18.

Savin-Baden, M., & Van Niekerk, L. (2007). Narrative inquiry: Theory and practice. Journal of Geography in Higher Education, 31(3), 459–472.

See, B. H., Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2020). Teacher recruitment and retention: A critical review of international evidence of most promising interventions. Education Sciences, 10(10), 1–45.

Siswanto, I. L., & Kuswandono, P. (2020). Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(1), 1.

Soudien, C. (2011). Building Quality in Education. Contemporary Education Dialogue, 8(2), 183–201.

Suryana, I., Hidantikarnillah, V., & Murwantono, D. (2021). A narrative inquiry of language teachers’ perceptions and experiences in using WhatsApp during New Normal Post-Covid-19 era. EduLite: Journal of English Education, Literature and Culture, 6(1), 55.

Syarif, F. (2019). The Curriculum School Based on International Standart. INOVATIF: Jurnal Penelitian Pendidikan, Agama Dan Kebudayaan, 4(2), 3–28.

Tosuncuoglu, İ. (2017). Non-Native & Native English Teachers. Journal of History Culture and Art Research, 6(6), 634.

Upa, Y., & Mbato, C. L. (2020). English Teacher Identity Construction: Indonesian Teachers’ Motivation and Strategies in Teaching English for Special Needs Students. PROJECT (Professional Journal of English Education), 3(2), 311.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 4(1), 21–44.

How to Cite
BudiantoL. (2022). International Teacher Identity Construction: A Story of An Afghan International Student. Borneo Educational Journal (Borju), 4(2), 21-30.