One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers’ professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy.

中文翻译：

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理想化母语与拥抱非母语：二语发音教师身份的案例研究

第二语言 (L2) 发音中尚未在英语作为外语 (EFL) 环境中深入探讨的一个方面是发音教师的语言教师身份，特别是非母语 (NNS) 教师。检查其职业身份背后的因素与发音教学特别相关。本研究采用包括半结构化个人访谈、反思性个人文件和焦点小组访谈在内的案例研究设计，识别并分析了 NNS 发音教师职业身份背后的因素。这项研究的参与者是哥斯达黎加（中美洲）EFL 环境下的一所高等教育机构的 NNS 发音教师。调查结果表明，这些教师在其职业生涯的各个层面上都缺乏正式的发音教学培训。然而，虽然这些教师通过对母语的明确理想化，明确区分了母语者（NS）和非母语者（NNS），但由于他们对英语语音学/音系学和通用语言教学法的了解，他们获得了教授发音的语言和专业合法性。讨论了结果对发音教学法教师培训的影响。