Non-native English Language Teachers’ Stories: Constructing Cosmopolitan Professional Identities in Australia

This research explores the professional identities of immigrant non-native English-speaking teachers in Australia, using hermeneutic phenomenology and narrative enquiry to analyse the long-term lived experiences of 16 immigrant educators. It highlights the influence of native speaker norms on their identity formation and professional development. The study introduces “hybrid professional becoming” as a concept, underscoring the fluid nature of professional identity shaped by socio-cultural interactions. It advocates for inclusive, culturally responsive practices in teacher education and workplace settings, emphasising the importance of recognising them and supporting the unique contributions and professional development needs of immigrant English language teachers in Australia and beyond.