Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST

This article aims to broaden the scope of language teacher identity research by investigating the emotional demands on teachers‐in‐training and nonnative English‐speaking teachers (NNESTs) in particular. We examined how our focal NNEST participant, Puja, was confronted with and successfully negotiated numerous emotional challenges in her first year in a U.S. MATESOL program. Furthermore, we investigated the impact emotions had on her overall...