Abstract
This dissertation explores the identity formation of novice non-native English-speaking teachers (NNESTs) in Johannesburg schools. English plays an important role in teaching and learning. In order for learners to benefit from learning English, teachers must be adequately trained and supported. Despite English’s importance, there is a problem with the identity formation of NNESTs particularly where English is offered as a Home Language (HL). This reveals that the inequalities of the past continue to penetrate the education system through the use of the English language which results in an unbalanced relationship between the native and NNESTs. This study examines how NNESTs form their identities in their various contexts. This study reveals the multi-faceted nature of NNESTs’ identity guided by a post structuralist approach. This study makes use of a Case Study. The findings highlight the challenges that the teachers face in forming their identities which are dependent on their context. This research contributes to the understanding of the identity formation of NNESTs and has implications for the support of NNESTs.