Identity position and pedagogical agency negotiation in teaching EAP writing: A case study

In language education, little classroom-based research has been conducted regarding novice teachers of English for academic purposes (EAP), and even less on teaching EAP at graduate level and on graduate teaching assistants (GTAs), a significant but overlooked teacher population at universities. Thus, this ethnographic case study focuses on the exploration of a GTA’s self-positioning in a graduate-level EAP composition class, with which he was unfamiliar as he taught it for the first time. Classroom field notes, audio-recordings, and interviews, in addition to supportive data, were collected and analysed through the lens of positioning and agency. The analysis of the data revealed that the teacher took up three core identity positions: a considerate teacher of English as a second language (ESL), an experienced and knowledgeable researcher, and a limited writing teacher. The findings further indicated that the possession of or the lack of knowledge on research, EAP writing, students, and genre pedagogy influenced the teacher’s agency in constructing identity positions and making pedagogical decisions. The study contributes to the limited investigation of EAP research and further explores the relationship among teacher knowledge, identity positions, and pedagogical agency. The study bears implications for the teaching of EAP writing and professional training.