A conceptual model of linguistic identity of foreign language teachers: from multilingualism to professional subjectivity

Abstract

Traditional conceptualizations of foreign language teacher education focus primarily on subject-specific and methodological competencies, often overlooking the role of teachers' own linguistic biographies in constructing their professional identities. This paper proposes a conceptual model integrating four profiles of linguistic identity among foreign language teachers, distinguished by the degree to which teachers' linguistic biographies are integrated into professional self-understanding, beliefs about the role of multilingualism in learning, and strategies for employing translanguaging practices. The central concept of "plurilingual professional agency" is examined as a form of agency emerging at the intersection of individual linguistic experience, pedagogical identity development, and institutional opportunities. The model synthesizes Western approaches to language teacher professional identity with the Russian tradition of preparing teachers as mediators of languages and cultures. The article discusses the methodological implications of the proposed typology, including the need to integrate reflection on linguistic biography into teacher education programs, to develop differentiated professional development courses for each profile, and to legitimize translanguaging practices at the institutional level. Particular attention is paid to the directions for empirical validation of the model. A mixed-methods research design is proposed, comprising a diagnostic questionnaire (32–40 items) administered to 60–80 teachers across four blocks (linguistic biography, professional beliefs, translanguaging practices, institutional context) and semi-structured interviews with 12–16 informants. An Integral Scale of Linguistic Identity (ISLI) is introduced to assign respondents to profiles based on three subscales: integration of linguistic biography, attitudinal readiness for plurilingualism, and translanguaging practices. The validation strategy also includes longitudinal projects to trace transitions between profiles, cross-cultural comparisons, and analysis of the relationship between identity profiles and student learning outcomes.

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