Frontmatter -- Contents -- Contributors -- Introduction: The Complexity of Identity and Interaction in Language Education -- Part 1: Learners, Teachers, and the 'Ares,' 'Cans' and 'Shoulds' of Being and Becoming -- 1. The Monolingual Bias: A Critique of Idealization and Essentialization in ELT in Pakistan -- 2. Constructing 'Other' Identities as a French Second Language Teacher -- 3. 'English is the Commercial Language Whereas Spanish is the Language of my Emotions': An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging Ideologies -- 4. Identity Dynamics in the Speech of Language Teachers in French and German Primary Schools: How Do They Go About Constructing 'Interculturality'? -- 5. English in Cuba: Refl ections on a Study of Cuban Teachers' and Students' Relationships to English -- Part 2: Teacher Identity as/in/Beyond Practice -- 6. From Being a Language Teacher to Becoming a Graduate Student-Teacher: In the Midst of Professional Identities -- 7. Who Am I and Where Do I Fit In: A Narrative Analysis of One Teacher's Shifting Identities -- 8. Suntem profesori / We Are Teachers: Self-exploration as a Pathway to Language Teacher Education -- 9. Teacher Identity Construction In Progress: The Role of Classroom Observations and Interactive Refl ective Practices in Language Teacher Education -- 10. Preservice Teachers' Cultural Identity Construction in Telecollaboration -- Part 3: Learner Negotiations of Identity in and Beyond the Classroom -- 11. Meaning-making as a Site of Struggle: One Japanese Language Learner's Negotiation with Identity and Writing -- 12. Negotiating Complex Identities Through Positionings in Ongoing Interaction: A Case Study in a Foreign Language Teacher Education Program in Colombia -- 13. Dancing between English and Arabic: Complexities in Emirati Cultural Identities -- 14. The Story of Tabasum: An Exploration of a Refugee Student's Developing Identities -- Afterword -- Index