1 Introduction

Explored the importance of Academic English (EAP) in the reform of college English curriculum, and pointed out that the identity of EAP teachers has been significantly influenced by educational reform and social change. The role of EAP teachers has shifted from service providers to researchers, and existing research has focused more on the challenges faced by teachers during the transition period, with less exploration of the identity of experiential EAP teachers. This study focuses on the identity construction of an experiential EAP teacher, analyzing their development process in teaching, research, and educational reform, as well as how they adapt and negotiate in changing institutional and socio-cultural environments.

2 Conceptual Framework

There are increasing studies on the identity recognition of language teachers, but there are differences in the definition of identity. This study adopts a comprehensive theoretical perspective and divides teacher identity into practical identity, discourse identity, and activity identity. Practical identity is constructed through three modes of participation, imagination, and integration, involving teachers' identity construction and negotiation in specific activities. Discourse identity presents teachers' knowledge, roles, beliefs, and values through language, and their commitments can be examined through modality, evaluation, and legitimization. From the perspective of activity theory, activity identity emphasizes that teachers construct their identity through intermediary tools in social and cultural interactions. EAP teachers may face internal or inter system conflicts while helping learners integrate into the academic community and developing their own identities in multiple activity systems.

3 Research Methods

This chapter adopts a narrative exploration method to understand Teacher Fan's identity construction in a specific educational environment through his life stories. The research subject, Teacher Fan, is a teacher with over 10 years of EAP teaching experience and recognized teaching quality. The data collection includes three semi-structured interviews and classroom observations, covering life history, teaching practices, and beliefs. Data analysis reveals three themes of Teacher Fan's identity construction, and interprets them from the dimensions of practice, discourse, and activity through categorical analysis. The study also expanded the dimensions of discourse identity, including emotional expression and metaphorical representation. To ensure the credibility of the research, the analysis results were shared and discussed with Teacher Fan.

4 research findings

During his doctoral studies in North America, Teacher Fan was exposed to EAP teaching for the first time. Although he initially felt uneasy and fearful, he gradually adapted to the new environment through careful preparation and reflection. He recognized the challenges of teaching EAP as a non-native English speaking teacher in English speaking countries and actively integrated into the new teaching system through extensive literature reading, classroom observation, and instructional design. The respect from students and the affirmation from the school have enhanced his confidence in EAP teaching, forming his identity as a scholarly teacher.

5 Discussions

The construction of EAP teacher identity is a dynamic process that involves the interaction and negotiation of practical attribution patterns and discourse behavior. Teacher Fan constructs a practical identity through participation, imagination, and integration, such as "learning by doing" during his doctoral studies and leading curriculum reform after returning to China, reflecting the presence of "who I am". He formed a scholarly teacher identity through systematic research training and integration with the academic community. The construction of emotional expression and metaphorical discourse identity, such as "Fish and Fish" and "Three Foot Platform", reflects his understanding and love for EAP teaching. The construction of teacher identity is influenced by the activity system, in which subjectivity plays a positive role, such as literature reading and classroom observation during the doctoral stage. Identity development is also constrained by the tension and contradictions between factors such as objects, communities, and division of labor in the activity system.

6 Conclusion

The study reveals the identity construction process of experiential EAP teachers in complex environments, emphasizing the importance of individuals seeking professional growth in the face of change. It advocates that teachers should seize professional development opportunities, enhance research literacy, strengthen academic exchanges, and become scholar teachers. At the same time, it is pointed out that individual teacher growth needs to be integrated into the community, enhance group influence, and promote the transformation of EAP's status in universities. The study also emphasizes the necessity of integrating multidimensional teacher identity understanding into the knowledge foundation of EAP teacher development.