This proposal focuses on the identity reconstruction of transnational language teachers using a qualitative narrative inquiry as the research methodology. It begins by identifying the identity issues encountered by the transnational participants in a new foreign teaching context. And it aims to explore how socio-cultural complexities, interaction and negotiation with local educational traditions, beliefs and practices have prompted the reconstruction, transformation, or hybridization of transnational teacher identities. 

The literature review section of this proposal provides an overview on the development of LTI research approaches evolving from essentialism, structuralism, post-structuralism to discourse analysis as a field for finding identities in recent decades....