This study explores the identity formation of two postsecondary language teachers and course coordinators—one in German and one in French—as they created intermediate‐level, content‐based social justice curricular units for a multiyear project. Using a multiple‐case‐study methodology and cultural–historical activity theory, this qualitative investigation answers the following research question: How do experienced postsecondary language teachers (re)construct and (re)negotiate their identities while developing social justice teaching materials? Findings, based on multicycle descriptive coding, reveal that participants’ past experiences, personal values, feelings of self‐doubt, and positionality as content‐based language teachers influenced their language teacher identity, as did tensions within and across three activity systems: the curriculum development project, classroom teaching, and the coordination of multisection courses. These findings have important implications for teacher professional development and community building related to social justice in language education.

中文翻译：

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（重新）构建和（重新）谈判身份：中学后语言教师和社会正义教育的案例研究


本研究探讨了两名高等教育语言教师和课程协调员（一名德语教师和一名法语教师）在为一个多年项目创建中级、基于内容的社会正义课程单元时的身份形成。这项定性调查采用多案例研究方法和文化历史活动理论，回答了以下研究问题：经验丰富的高等教育语言教师在开发社会正义教材时如何（重新）构建和（重新）协商他们的身份？基于多周期描述性编码的研究结果表明，参与者过去的经历、个人价值观、自我怀疑的感觉以及作为基于内容的语言教师的地位影响了他们的语言教师身份，三个活动系统内部和之间的紧张关系也影响着他们：课程开发项目、课堂教学以及多部分课程的协调。这些发现对教师专业发展和与语言教育社会正义相关的社区建设具有重要意义。