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Abstract
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Language and identity are two integral and interactive parts of human societies’ infrastructure. Self-perception or identity is one of the issues that has received intensive attention in EFL and ESL since learning and teaching a foreign language has had tremendous transformation in human behavior and thus in the identity of individuals. Identity literally refers to how a person perceives themselves as a discrete separate individual (Richards & Schmidt, 2010) and it is not a static concept; however, it is learned, multifaceted and dynamic (Fairbanks & Hinman, 2018).Teacher identity is one of the subsets of self-perception which refers to “a construct, mental image or model of what being a teacher means that guides teachers’ practices as they aim to enact being a teacher through specific acts of teacher identity” (Pennington, 2015). “Teaching is always relative to the person who stands in front of the class” (Pennington & Richards, 2016). Briefly, “teachers’ classroom practices reflect their identities, vision, and beliefs, although teachers may be unaware of them” (Woods & Cakir, 2011 as cited in Fairbanks & Hinman, 2018).
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