摘要
With the increasing number of primary schools having English classes and the lack of English teachers, teachers ofother subjects have been transferred to teach English since 2001 in China. As teacher identity has great impact onclassroom teaching and teacher＇s professional development, this case study aims to find out the status quo and thecontributing factors of the transferred primary English teacher＇s identity. The results show that the transferredEnglish teacher has strong professional identity and personal identity in spite of being unwilling and unhappy to betransferred to teach English from Chinese, while the expertise identity and contextual identity are quite low. Bothpersonal and contextual factors contribute to the formation of teacher identity. And then proposals were put forwardto promote the transferred English teacher＇s constructing positive identity.
