Bangla and the identity of the heritage language teacher

Abstract Research on language teacher identity in the field of heritage (HL) teaching has received little attention, although is a central concern HL education. Our research seeks to address this gap identity. Drawing Darvin and Norton’s (2015) conceptual framework investment, we investigate extent which Bangla teachers are invested Bangla, how their investment provides insight into as teachers. The study was conducted at community-based Vancouver School, data, focuses our focal participant, Mili, were drawn from year-long qualitative case study. Data sources include participant classroom observations, notes, interview transcripts, questionnaire, educational resources used class, analyzed using thematic analysis. Findings indicate that Mili’s deeply rooted her ideological belief importance maintenance for cultural continuity. However, she also interested transcultural relationship between English, Bangladeshi culture Canadian culture. Her suggests an may serve mentor, collaborator, innovator, active community member. As member both community, valued students’ practices helped students negotiating new identities Bangladeshi-Canadians. could be expressed resists binaries embraces hybridity.