This study uses a narrative approach to investigate the lived experiences of two expatriate TESOL instructors at a private university in Egypt. Through the use of observations and interviews, the researcher analyzed how the emotions and beliefs of experienced expatriate TESOL instructors influence, shape, and are shaped by their Language Teacher Professional Identities. Farrell’s (2011) Professional Role Identities codes were used. The study revealed that expatriate language instructors face a number of trying experiences when teaching students, interacting with colleagues, and taking on various leadership roles within their institutions based on a number of factors including their own beliefs, backgrounds, experiences, identities, open and closed emotional vulnerability, and the larger cultural climate. This study contributes to the significant void of expatriate language instructor voices in MENA countries. The researcher recommends the following. First, additional studies need to be conducted from minority language instructors’ views across the lifespan. Secondly, members in leadership at education institutions should mentor and encourage minority language instructors to assume leadership positions in order to break barriers and create more avenues for equality and social justice. Finally, language instructors who actively take part in introspection and narrative inquiry will better understand their own professional identities as they navigate challenging moments in their professional practices.


School of Humanities and Social Sciences


Applied Linguistics Department

Degree Name

MA in Teaching English to Speakers of Other Languages

Graduation Date

Spring 6-17-2021

Submission Date


First Advisor

Tom Devere Wolsey

Committee Member 1

Reem Bassiouney

Committee Member 2

Rania Al-Sabbagh


111 p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item