ABSTRACT
A nation’s foreign language education policy is closely linked to the historical, social, and political dynamics of that nation at both the micro and macro levels. Its practices and processes (i.e., creation, implementation, and appropriation) are determined by the discourse around teaching and teachers’ roles in general, language policies, the historical culture of language teaching and learning, the socioeconomic conditions, and the way policy-makers in governmental and non-governmental agencies create knowledge in reference to these factors. When these factors are not fully considered in knowledge-making, foreign language educators are pushed to the margins and excluded from the social arena of education, which in turn creates marginalized and conflicting foreign language teacher identities.
