CROSSING THE FIELD LINE A MODEL OF ELT LECTURER IDENTITY RECONSTRUCTION
Abstract
Vocational higher education institutions (VHEIs) increasingly hire English Language Teaching (ELT) lecturers for English for Specific Purposes (ESP) courses and sometimes for content subjects in disciplines other than English, even though the lecturers are not formally qualified or trained. Much work has examined the pedagogical challenges of such teaching, but relatively few conceptual studies have explored how multiple experiences of teaching outside one's own discipline change a lecturer's understanding of professional self. This paper takes the above gap as its point of departure by presenting a synthesis of three theory traditions: Out-of-Field Teaching, Boundary Crossing Theory, and Language Teacher Identity as an integrated conceptual model called the Disciplinary Boundary-Crossing Identity Reconstruction (DBIR) Model. The paper adopts a conceptual, literature-synthesis approach, synthesizing over forty studies conducted in the past few years on out-of-field teaching, English-medium instruction, and ESP practitioner identity, along with foundational theories in each tradition. The synthesis shows that identity reconstruction can occur in three recursive phases: contextual disruption, boundary negotiation, and integrative identity work. Five theoretical propositions are proposed to help guide empirical validation. Finally, it is suggested that disciplinary crossing, as a process of support rather than hardship, may make current policy pressures a true source of interdisciplinary expertise for vocational ELT lecturers.
References
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Nazari, M., De Costa, P. I., & Karimpour, S. (2026). The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective. Language Teaching Research, 30(2), 885–907. https://doi.org/10.1177/13621688221143476
Nazari, M., Karimi, M. N., & De Costa, P. I. (2023). Emotion and identity construction in teachers of young learners of English: An ecological perspective. System, 112, 102972. https://doi.org/10.1016/j.system.2022.102972
Nazari, M., Nejadghanbar, H., & Hu, G. (2023). Emotion labor and professional identity construction of TESOL teacher educators. System, 117, 103111. https://doi.org/10.1016/j.system.2023.103111
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Rihatmi, R., Margana, M., Handayani, R., Nabila Titania, F., & Sharizan, S. (2025). English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis. AL-ISHLAH: Jurnal Pendidikan, 17(1), 90–104. https://doi.org/10.35445/alishlah.v17i1.6056
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Suherman, A., & Kertawijaya, L. (2023). Challenges Perceived by Indonesian ESP Teachers in Post-Pandemic Era: A Survey from a Higher Education Institution. Scope : Journal of English Language Teaching, 7(2), 129. https://doi.org/10.30998/scope.v7i2.15526
Sydnor, J., Davis, T. R., & Daley, S. (2024). Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development. Education Sciences, 14(8), 895. https://doi.org/10.3390/educsci14080895
Tai, K. W. H. (2022). Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students. Research in Science Education, 52(3), 975–1012. https://doi.org/10.1007/s11165-021-10018-6
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355. https://doi.org/10.1016/j.tate.2017.01.010
Tao, J. (Tracy), & Gao, X. (Andy). (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes, 49, 1–13. https://doi.org/10.1016/j.esp.2017.09.003
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2
Veltman, M. E., Van Keulen, J., & Voogt, J. M. (2024). Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies. Journal of Vocational Education & Training, 76(4), 963–990. https://doi.org/10.1080/13636820.2022.2138509
Wang, K., Yuan, R., & De Costa, P. I. (2025). A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022. Language Teaching, 58(2), 141–172. https://doi.org/10.1017/S0261444824000351
Widagsa, R., Senom, F., & Hutagalung, F. D. (2025). Teaching out-of-field: Exploring the non-specialist English language teachers’ knowledge base and practices. Cogent Education, 12(1), 2514914. https://doi.org/10.1080/2331186X.2025.2514914
Wijaya, K. F. (2023). Influential factors cultivating Indonesian EFL educators’ professional identity construction. Journal of English Language and Pedagogy (JELPA), 1(1), 12–21. https://doi.org/10.51826/jelpa.v1i1.703
Wildeman, E., Koopman, M., & Beijaard, D. (2022). Fostering subject teachers’ integrated language teaching in technical vocational education: Results of a professional development program. Teaching and Teacher Education, 112, 103626. https://doi.org/10.1016/j.tate.2021.103626
Yuan, R. (2023). Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become? RELC Journal, 54(1), 267–279. https://doi.org/10.1177/0033688220980173
Akkerman, S. F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169. https://doi.org/10.3102/0034654311404435
Bolton, K., Botha, W., & Lin, B. (2023). Introduction to symposium on English‐medium instruction (EMI) in Asian higher education. World Englishes, 42(3), 390–391. https://doi.org/10.1111/weng.12619
Campbell, C., Vale, C., & Speldewinde, C. (2023). Teaching Science Out-of-field: Beliefs and Practices. European Journal of Mathematics and Science Education, volume–4–2023(volume–4–issue–2–june–2023), 133–148. https://doi.org/10.12973/ejmse.4.2.133
Dewi, S. S., & Fajri, M. S. A. (2023). Investigating Pre-Service EFL Teachers’ Initial Motivations and Identity Formation: Evidence From an Indonesian University. Sage Open, 13(4), 21582440231209123. https://doi.org/10.1177/21582440231209123
Goos, M., & Guerin, A. (2022). Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers. In L. Hobbs & R. Porsch (Eds.), Out-of-Field Teaching Across Teaching Disciplines and Contexts (pp. 311–332). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-9328-1_15
Handayani, S., Setyarini, S., & Rinekso, A. B. (2022). Exploring the Typology, Teachers’ Perceptions, and Challenges of EMI Implementation at a Private Primary School. JET ADI BUANA, 7(01), 1–16. https://doi.org/10.36456/jet.v7.n01.2022.4544
Hanifah, M., Damayanti, I. L., & Muslim, A. B. (2022). INDONESIAN ENGLISH NOVICE TEACHERS’ IDENTITY CONSTRUCTIONS AND THEIR TEACHING PRACTICES. International Journal of Education, 15(1), 38–49. https://doi.org/10.17509/ije.v15i1.46155
Hobbs, L. (2013). TEACHING ‘OUT-OF-FIELD’ AS A BOUNDARY-CROSSING EVENT: FACTORS SHAPING TEACHER IDENTITY. International Journal of Science and Mathematics Education, 11(2), 271–297. https://doi.org/10.1007/s10763-012-9333-4
Hobbs, L., Campbell, C., Delaney, S., Speldewinde, C., & Lai, J. (2022). Defining Teaching Out-of-Field: An Imperative for Research, Policy and Practice. In L. Hobbs & R. Porsch (Eds.), Out-of-Field Teaching Across Teaching Disciplines and Contexts (pp. 23–48). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-9328-1_2
Hobbs, L., & Porsch, R. (Eds.). (2022). Out-of-Field Teaching Across Teaching Disciplines and Contexts. Springer Nature Singapore. https://doi.org/10.1007/978-981-16-9328-1
Ingersoll, R. M. (1998). The Problem of Out-of-Field Teaching.
Ingersoll, R. M. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis: (547052012-001) [Dataset]. https://doi.org/10.1037/e547052012-001
Jiang, A. L., & Zhang, L. J. (2023). Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective. System, 114, 103024. https://doi.org/10.1016/j.system.2023.103024
Kim, J.-H. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research. SAGE.
Lawrent, G. (2024). Education sector development and teacher identity construction: A reflective experience. Frontiers in Education, 9, 1407416. https://doi.org/10.3389/feduc.2024.1407416
Lestari, A. S., & Rosmayasari, R. (2023). The Professional Identity Development of Prospective Teachers Uses A Narrative Inquiry Approach. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(3), 950–961. https://doi.org/10.33650/al-tanzim.v7i3.5938
Marginson, S. (2016). Higher education and the common good. Melbourne University Publishing.
Murdanianto, & Mas Muhammad, I. (2026). ESP in Indonesian vocational high school: A need analysis of office administration students. Journal of English in Academic and Professional Communication, 12(1), 64–78. https://doi.org/10.25047/jeapco.v12i1.6584
Nazari, M., De Costa, P. I., & Karimpour, S. (2026). The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective. Language Teaching Research, 30(2), 885–907. https://doi.org/10.1177/13621688221143476
Nazari, M., Karimi, M. N., & De Costa, P. I. (2023). Emotion and identity construction in teachers of young learners of English: An ecological perspective. System, 112, 102972. https://doi.org/10.1016/j.system.2022.102972
Nazari, M., Nejadghanbar, H., & Hu, G. (2023). Emotion labor and professional identity construction of TESOL teacher educators. System, 117, 103111. https://doi.org/10.1016/j.system.2023.103111
Nue, M. P., & Manara, C. (2022). Pre-service teachers’ investments in English and construction of professional identity in the Indonesian context. Studies in English Language and Education, 9(2), 462–482. https://doi.org/10.24815/siele.v9i2.22557
Qin, B., Zhu, G., Cheng, C., Shen, L., & Zhang, A. (2022). Bane or Boon? An Autoethnographic Narrative of the English-Medium Instruction Contradictions in a Chinese University. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00648-3
Richards, J. C., & Pun, J. (2022a). Teacher strategies in implementing English medium instruction. ELT Journal, 76(2), 227–237. https://doi.org/10.1093/elt/ccab081
Richards, J. C., & Pun, J. (2022b). Teaching and Learning in English Medium Instruction: An Introduction (1st ed.). Routledge. https://doi.org/10.4324/9781003191445
Rihatmi, R., Margana, M., Handayani, R., Nabila Titania, F., & Sharizan, S. (2025). English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis. AL-ISHLAH: Jurnal Pendidikan, 17(1), 90–104. https://doi.org/10.35445/alishlah.v17i1.6056
Salim, A., Rochmadi, T., Kurniasari, Y., Sujono, R. I., Fajri, R. N., Kusumawardani, N., Wahyudi, A., & Mustakim, Muh. (2022). Lecturers’ and Students’ Responses toward the Implementation of the Merdeka Belajar-Kampus Merdeka (MBKM) Program at Alma Ata University. AL-ISHLAH: Jurnal Pendidikan, 14(3), 3793–3806. https://doi.org/10.35445/alishlah.v14i3.1607
Suherman, A., & Kertawijaya, L. (2023). Challenges Perceived by Indonesian ESP Teachers in Post-Pandemic Era: A Survey from a Higher Education Institution. Scope : Journal of English Language Teaching, 7(2), 129. https://doi.org/10.30998/scope.v7i2.15526
Sydnor, J., Davis, T. R., & Daley, S. (2024). Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development. Education Sciences, 14(8), 895. https://doi.org/10.3390/educsci14080895
Tai, K. W. H. (2022). Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students. Research in Science Education, 52(3), 975–1012. https://doi.org/10.1007/s11165-021-10018-6
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355. https://doi.org/10.1016/j.tate.2017.01.010
Tao, J. (Tracy), & Gao, X. (Andy). (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes, 49, 1–13. https://doi.org/10.1016/j.esp.2017.09.003
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2
Veltman, M. E., Van Keulen, J., & Voogt, J. M. (2024). Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies. Journal of Vocational Education & Training, 76(4), 963–990. https://doi.org/10.1080/13636820.2022.2138509
Wang, K., Yuan, R., & De Costa, P. I. (2025). A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022. Language Teaching, 58(2), 141–172. https://doi.org/10.1017/S0261444824000351
Widagsa, R., Senom, F., & Hutagalung, F. D. (2025). Teaching out-of-field: Exploring the non-specialist English language teachers’ knowledge base and practices. Cogent Education, 12(1), 2514914. https://doi.org/10.1080/2331186X.2025.2514914
Wijaya, K. F. (2023). Influential factors cultivating Indonesian EFL educators’ professional identity construction. Journal of English Language and Pedagogy (JELPA), 1(1), 12–21. https://doi.org/10.51826/jelpa.v1i1.703
Wildeman, E., Koopman, M., & Beijaard, D. (2022). Fostering subject teachers’ integrated language teaching in technical vocational education: Results of a professional development program. Teaching and Teacher Education, 112, 103626. https://doi.org/10.1016/j.tate.2021.103626
Yuan, R. (2023). Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become? RELC Journal, 54(1), 267–279. https://doi.org/10.1177/0033688220980173
Published
2026-10-28
How to Cite
ISA, Muhammad; WISUDAWATI, A'thi Fauzani; PALUPI, Dian.
CROSSING THE FIELD LINE A MODEL OF ELT LECTURER IDENTITY RECONSTRUCTION.
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL, [S.l.], v. 8, n. 2, p. 95-114, oct. 2026.
ISSN 2686-1860.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/EDULINK/article/view/9446>. Date accessed: 01 nov. 2026.
doi: https://doi.org/10.32503/edulink.v8i2.9446.
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Articles
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https://orcid.org/0000-0001-9166-6040
