本研究旨在檢視在臺灣的外籍非英語為母語教師如何建構與重建他們的教師認同，以及此認同過程如何影響他們的教學。英文為全球通用語，在過去的幾十年裡，英語教學在臺灣教育裡佔有舉足輕重的角色，而母語與非母語的二分法觀念也默默地埋下深遠的影響。在臺灣獨特的英語教育與學習背景之下，為數不少的外籍非母語英語教師成為了不可漠視的一部份。此質性研究透過訪談與觀課蒐集資料，以敘事研究與主題分析來深刻刻畫發生在兩位不同背景的外籍非母語英語教師身上的真實故事。在探討兩位來自東西兩方代表性的外籍非母語英語教師與學生、家長和同事的生活經驗中發現：學生與家長的回饋極具影響力，可能帶來正向強化亦可使教師失去動力、減弱熱忱；而與同儕的文化差異與合作再加上他們私下對於彼此的評價會影響這些外籍非母語英語教師的教學名聲。本研究也發現這群教師的語言教師認同會受以下六個因素影響：教師學習、教師背景、教師認知、教師情緒、社群中的教師實踐與背景因素。此研究提供一個機會讓大眾了解這群與我們一同創建臺灣英語教學環境的相較少數但並不稀少的教育者。

This study aimed to examine how foreign non-native English-speaking teachers (FNNESTs) in Taiwan construct and reconstruct their language teacher identities, and how the transformation influences their teaching. English is a Lingual Franca. English language teaching (ELT) has been a salient part of Taiwanese education in the past decades, and the native and non-native dichotomy has been deeply rooted here for a long time. In this context, there are a great number of FNNESTs in Taiwan who have to build up this unique ELT culture. The research aspires to report on a qualitative study that examines these FNNESTs using excerpts from interviews and observation data to tell these true stories happening in Taiwan. By narrative inquiry and thematic analysis, a deeper examination of two significant participants, one from Eastern culture and one from Western culture, demonstrates the unique language teacher identities of the FNNESTs. The findings indicate that student and parent feedback provide either positive effects or demotivation in teaching and passion. Additionally, cultural differences and interactions between colleagues were other major factors that affected teacher reputation in the school. The findings also reveal that the FNNESTs’ identities were influenced by the following factors: teacher learning, teacher biographies, teacher cognition, teacher emotions, participation in communities of practice, and contextual factors. This study acknowledged the perspectives of this valuable yet not rare group of educators who have taken a share of our ELT world in Taiwan.

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