Nathanael Rudolph is an Associate Professor of Sociolinguistics and Language Education at Kindai University in Higashiosaka, Japan. His research interests include translingual practice, critical approaches to language teacher and learner identity, and (in)equity in (and beyond) language education.Ali Fuad Selvi is an Assistant Professor and Chair of the Teaching English as a Foreign Language Program at Middle East Technical University, Northern Cyprus Campus. His research interests include Global Englishes and its implications for language learning and teaching.Bedrettin Yazan is an Assistant Professor of Educational Linguistics at the University of Alabama, USA. His research interests include language teacher learning and identity, language policy and planning, World Englishes, and collaboration between ESL and content-area teachers.

• Nathanael Rudolph, Ali Fuad Selvi, and Bedrettin Yazan: Introduction: The Complexity of Identity and Interaction in Language EducationSection I: Learners, Teachers, and the “Ares,” “Cans” and “Shoulds” of Being and BecomingChapter 1: Syed Abdul Manan, Maya Khemlani David, Liaquat Ali Channa and Francisco Perlas Dumanig: The Monolingual Bias: A Critique of Idealization and Essentialization in ELT in PakistanChapter 2: Meike Wernicke: Constructing “Other” Identities as a French Second Language TeacherChapter 3: Lobat Asadi, Stephanie Moody and Yolanda Padrón: “English is the Commercial Language Whereas Spanish is the Language of My Emotions:” An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging IdeologiesChapter 4: Véronique Lemoine-Bresson: Identity Dynamics in the Speeches of Language Teachers' in French and German Primary Schools: How Do They Go About Constructing “Interculturality”?Chapter 5: Jeremy Gombin-Sperling and Melanie Baker Robbins: English in Cuba: Reflections on a Study of Cuban Teachers’ and Students’ Relationships to EnglishSection II: Teacher Identity As/In/Beyond PracticeChapter 6: Şeyma Toker: From Being a Language Teacher to Becoming a Graduate Student-Teacher: in the Midst of Professional IdentitiesChapter 7: Naashia Mohamed: Who am I and Where Do I Fit In: A Narrative Analysis of One Teacher’s Shifting IdentitiesChapter 8: April Salerno and Elena Andrei: Suntem Profesori / We Are Teachers: Self-Exploration as a Pathway to Language Teacher EducationChapter 9: Alfredo Urzúa: Teacher Identity Construction in Progress: The Role of Classroom Observations and Interactive Reflective Practices in Language Teacher EducationChapter 10: Sedat Akayoğlu, Babürhan Üzüm and Bedrettin Yazan: Preservice Teachers’ Cultural Identity Construction in TelecollaborationSection III: Learner Negotiations of Identity in and Beyond the ClassroomChapter 11: Shinji Kawamitsu: Meaning-Making as a Site of Struggle: One Japanese Language Learner’s Negotiation with Identity and WritingChapter 12: Adolfo Arrieta and Nayibe Rosado: Negotiating Complex Identities through Positionings in On-Going Interaction: A Case Study in a Foreign Language Teacher Education Program in ColombiaChapter 13: Sarah Hopkyns: Dancing Between English And Arabic: Complexities in Emirati Cultural IdentitiesChapter 14: Eliana Hirano and Caroline Payant: The Story of Tabasum: An Exploration of a Refugee Student’s Developing IdentitiesGlenn Toh: Afterword

As labels for people and practices proliferate in contemporary scholarship with sometimes inconsistent conceptualizations of language education, this book brings these theories to bear on situated interactions. It transcends disciplinary boundaries by drawing from the wealth of available scholarly resources for interpretation. Thus it provides much-needed clarity on the way these conceptualizations play out for different educational outcomes.