Intersections of religious identity and ethical dimensions in ESL teacher identity: A malaysian case study

Abstract

This qualitative case study examines the influence of religious identity on English as a second language (ESL) teachers’ identity in Malaysia. Coupled with the concept of transidentitying as a conceptual framework, this study applies the notion of ethical self-formation in language teacher identity (LTI) research to analyse how religious identity shapes professional ethics in ESL teachers’ professional identity. This study employed semi-structured interviews, observation data and document analysis to explore how ESL teachers navigate their professional ethics using their religious identity. The findings reveal that religious identity is a formative force in ESL teachers’ professional ethics in promoting fairness and inclusivity in ESL teaching, maintaining professional integrity, and building positive collegial relationships in workplace. Thus, this study offers insights for both researchers and educators regarding the complexities of ESL teacher identity in a multireligious setting such as Malaysia, and the need for culturally responsive training for ESL teachers to help them acknowledge and engage with these connections between religious and professional selves.