2024 年 44 巻 p. 130-141
This study investigated the complexity of a non-native English (NNE) teacher’s identity in terms of their English pronunciation in a Japanese context. To understand more about the teaching practices associated with English as a lingua franca, this study focused on how an NNE female instructor shaped and reflected her identities in the realm of second language (L2) pronunciation instruction. A literature review was conducted to examine the existing evidence on the construction of L2 identities, emphasising the impact of power relations and fluid identities in social activities. The lived experiences of a Japanese instructor, particularly those related to learning and teaching pronunciation, were examined through narrative inquiry. A thematic analysis revealed that the participant’s L2 identity changed over time, influenced by her career development and emotional attachments. Despite facing challenges such as negative feedback and biased views, the participant maintained her identity by adjusting her English pronunciation to improve her intelligibility and resisting biased views. The findings support those of previous studies on the difficulties NNE instructors face when using native-like pronunciation. In addition, the findings indicate that there is a paradigm shift towards accepting non-native-like pronunciation of English and emphasise the importance of cultivating plural L2 identities.