ABSTRACT
This chapter discusses the economist and bureaucratic re-ordering of society, reflected in terms such as neoliberalism and market-place utility, and might prove largely impenetrable to the agency we hope to foster in Language Teacher Identity (LTI) work. It explores LTE and Corson and Polanyi's work to the ways in which market-place utility and neoliberal values condition the identity options negotiated by new language teachers. The chapter focuses on two aspects of programming: the professional certification process for English as Second Language (ESL) teachers of adults in Ontario; the knowledge base of Language Teacher Education (LTE) to the Canadian Language Benchmarks (CLB) and official curricula derived from them. It describes the historical background regarding the provision of language instruction and the training of ESL teachers in Ontario. In the Canadian constitution, education is designated as a provincial jurisdiction area whereas immigration is a federal matter, though the provinces, in recent years have become active in immigration matters.
