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<p>Despite the growth of research on critical incidents (CIs), little is known about how culture could be a source of CIs occurrences and how such CIs contribute to teacher identity construction. The present study explored this issue among a group of Iranian EFL teachers by collecting in-depth data from the teachers’ shared cultural critical incidents (CCIs). The analysis of the CCIs showed that besides experiencing both positive and negative CCIs, the teachers narrated experiences related to values, cross-cultural differences, and linguacultural issues. Additionally, these CCIs shaped the teachers’ identities in terms of creating conflicts for them, helping teachers view cultural tensions as sites of pedagogical effectiveness, and developing their awareness of cultural sensitivities. The study concludes with implications for teachers and teacher educators regarding how CCIs could be effectively used in teacher education programs in order to turn negative CCIs into a site of interpersonal growth.</p>

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Unpacking the Role of Culture in Critical Incidents: Contributions for Language Teacher Identity Construction

  • 期刊论文

  • 发表日期：

    2026年3月17日

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  • Ali Dabbagh,
  • Mostafa Nazari

摘要

Despite the growth of research on critical incidents (CIs), little is known about how culture could be a source of CIs occurrences and how such CIs contribute to teacher identity construction. The present study explored this issue among a group of Iranian EFL teachers by collecting in-depth data from the teachers’ shared cultural critical incidents (CCIs). The analysis of the CCIs showed that besides experiencing both positive and negative CCIs, the teachers narrated experiences related to values, cross-cultural differences, and linguacultural issues. Additionally, these CCIs shaped the teachers’ identities in terms of creating conflicts for them, helping teachers view cultural tensions as sites of pedagogical effectiveness, and developing their awareness of cultural sensitivities. The study concludes with implications for teachers and teacher educators regarding how CCIs could be effectively used in teacher education programs in order to turn negative CCIs into a site of interpersonal growth.