Identity and Motivation of English Language Teachers in Pakistan: Insights from a Contextual Perspective

Abstract

This study investigates the identities and motivation of English language teachers at universities in Lahore, Pakistan, focusing on how these elements influence each other and change over time. Through interviews with 30 teachers, the research identified key aspects of their identities, including socio-political, academic, and professional dimensions, and noted differences based on academic background, public and private sector, and qualification. Teachers highlighted the importance of personality traits like humor and care, as well as skills like using instructional technology. They were motivated by the prestige of English in Pakistan and their connection to the global English-speaking community. The study also observed that experience leads to professional growth, linking teachers’ identities to the broader status of English, hinting at linguistic imperialism.