Exploring ESOL Lecturer Identities Through the Lens of Intersectionality: the Scottish College Context

This PhD thesis investigates the multifaceted identities of English for Speakers of Other Languages (ESOL) lecturers within the Scottish college context within an intersectional framework. The study addresses the ways in which different identity variables interact and intersect, and how certain identity characteristics are perceived within the profession creating unequal relations of power.

The study applies a qualitative methodology within a critical paradigm that involved nine indepth interviews with ESOL lecturers and curriculum managers who were employed in colleges across Scotland. The findings are presented in two interrelated chapters. The first chapter employs thematic analysis to explore the identities of the lecturers and their intersections in order to identify unequal practices within Scottish ESOL departments. This chapter shows that the prevailing norm within these departments is largely comprised of white, British, native English-speaking, and heterosexual ESOL lecturers, who could be considered as ‘standard’. In contrast, those who do not align with these characteristics are perceived as the 'other' in the profession, for example, lecturers who are from ethnic minorities, non-British or queer, leading to their discomfort, reluctance to pursue opportunities, and feelings of exclusion. The participants’ opinions about the future of the Scottish ESOL profession in terms of the diversity of lecturers in the departments are explored.

The second findings chapter employs Critical Discourse Analysis (CDA) to delve into the language that the participants of the study use during the interviews, and explores how power dynamics and the dominant discourse are embedded in language. By focusing on language and power, the study uncovers the reinforcement of dominant ideas and the potential to categorize certain identity characteristics as either 'standard' or 'other'. Both thematic and discursive analyses are essential in identifying instances of inequality linked to identity and professional role. In addition, both analyses demonstrate that even those considered privileged due to their perceived 'standard' ESOL teacher profile or positions of authority can experience disempowerment or invisibility within the profession Given the increasing significance of ESOL education in Scotland, particularly in Further Education (FE) colleges, this study fills a gap in the limited research on ESOL lecturer identities.

The study's intersectional framework not only explores the intricate identities of ESOL lecturers but also sheds light on potential unequal practices and aims to empower diverse identities within the profession. By addressing the complexities of identity and power relations in ESOL education, this research contributes to the evolving literature on the topic and offers insights into the rapidly expanding FE ESOL sector in Scotland. In addition, this study contributes to the current debates on language teacher identity and intersectionality that are being explored in different areas and encourages other scholars to explore the field of ESOL in Scotland as well as to employ the framework of intersectionality in English language education beyond this study.