Women English Language Teachers' Professional Identity in Nepal: A Narrative Inquiry

Abstract

This study explores the professional identity construction process of women English language teachers in Nepal. Browsing the narratives and making sense of women English language teachers' professional identity construction in language teaching appeared to be a growing concern and burnout research issue. This study aimed to explore the impact of socio-cultural settings on women English teachers' ability to achieve personal and professional strands. The study obtained theoretical references from the Identity and Language Learning Theory of Norton (2013). This research manifested a qualitative approach with a narrative inquiry that relied on ontological perspectives. It consisted of in-depth interview sessions incorporating four women English language teachers with professional expertise. The findings revealed that they attempted an active language teaching environment building amid engagement accompanied by the quality of active language teaching, investing in active language learning, developing skills and then using new techniques in teaching. However, it made a hindrance for women English language teachers due to patriarchal structures and socio-cultural settings in the context of Nepal. This study focuses on gaining access to 21st-century teaching skills to contribute to language-teaching institutions in society.