Journal of Languages and Translation
Volume 6, Numéro 2, Pages 49-59
2026-07-01
Self-representation And Identity Formation Among Algerian Efl Teachers: A Postcolonial Reading Through Lenses Of The Harlem Renaissance
Authors : Aissani Zoubir . Goui Djamel .
Abstract
This study investigates the concept of self-representation and identity formation among Algerian EFL teachers within a postcolonial framework, conceptually emphasizing the Harlem Renaissance as a historical and cultural lens of the respective analysis. As a matter of fact, the Harlem Renaissance is not used in this context as a direct comparison, but as an interpretive framework highlighting cultural affirmation, resistance, and identity negotiation in marginalized communities. In the Algerian context, English language teachers operate extensively within a complex multilingual environment shaped by Arabic as a signifier of national identity, French as residues of colonialism, and English as a language of global and professional discourse. These intermingled linguistic and cultural forces situate teachers between conflicting positions where identity is continuously constructed and reconstructed. This study, using a qualitative, interpretive approach, attempts to explore how Algerian EFL teachers perceive and articulate their professional and cultural identities. The findings suggest that teacher identity is fluid, hybrid, and shaped by ongoing negotiations between local belonging and global engagement. By considering these dynamics within a sophisticated reality of a postcolonial reading inspired by the Harlem Renaissance, the study contributes to ongoing discussions about identity, language, and representation in educational contexts shaped by linguistic and historical divisions.
Keywords
Algerian EFL teacher ; cultural hybridity ; Harlem Renaissance ; post-colonialism ; self-representation ; teacher identity
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