ABSTRACT
Understanding language teachers’ identity-related dilemmas and their manifold signifi cance for teaching and learning can help equip language education for exciting social changes as well as daunting global challenges. This chapter makes a case for a more concerted focus on identity-dilemma research by showing how it can illuminate two pressing concerns: the teaching/learning implications of changing social diversity discourses, in this case, those pertaining to sexual diversity; and the eff ects of war, confl ict, and displacement on language learning and teaching.
