Vol 19, No 1 (2017)


Cover Page
As a coeditor of CALJ, I would like to draw your attention to the rising importance of identity studies in the EFL setting and their contribution to the field. The Socratic imperative “know thyself” has inspired teacher researchers around the world (Benwell & Stokoe, 2006; Cheung, 2015; Johnson & Golombek, 2016; Norton, 2013) to raise awareness towards knowledge-power relations affecting our own constitution as subjects (Foucault, 1980). From a poststructuralist view, the comprehension of identity as something not given but constituted has illuminated a type of research more interested in revealing how interior and exterior forces—in Deleuze’s (1993) words—influence our constitution as subjects of a practice. In the field of EFL, research examining identity contributes to the understanding of who English teachers and learners are and how these identities are related to the teaching and learning process. When looking specifically at local studies, one has the sensation that a double effect has resulted from the use of identity as a category of analysis. On the one hand, its use has empowered the critical positions of researchers regarding sociocultural aspects that define and shape English teaching (Bonilla & Cruz, 2014), English teachers’ roles in relation to policies and English teachers’ identities (Gonzalez, 2010; Mendez, 2016; Quintero & Guerrero, 2013), English teachers’ practices of interaction (Fajardo, 2013), and English teachers’ self-perception of their non-nativeness (Viáfara, 2016). On the other hand, it has increased the interest of English teachers in their students’ identities not only to understand aspects affecting the learning of the target language, but also to understand how aspects of identity such as gender, age, culture, and interest might interfere with the teacher and the language per se (Castañeda-Peña, 2009)