ABSTRACT
Part 1 ended with the implications of language learner and teacher identity research in the form of four facets of identity. In other words, the facets represent the implications. These facets emphasize the main research and conceptual themes concerning language learner and teacher identity outlined in Part 1, that is, that identities are negotiated and constructed discursively in particular time and social scales of context. In other words, we communicate our identities, to others and ourselves, as we interact with other people and material objects in the world. The activities in this Part 2 draw on the research reviewed in Part 1 and its implications (i.e., the four identity facets). Thus, the activities are linked to the research via their association with the identity facets.
