ABSTRACT
I defi ne language teacher identity or in my own case, language teacher educator identity, on three levels. First, my professional identity is foundational upon the aspirations I have about my professional self and the eff orts I undertook to assert or project a particular professional self that I am totally at ease with. Second, my professional identity is closely associated with the roles that I am expected to fulfi l in professional communities that I belong to. Such expectations are often based upon the kind of recognition of who I was and expectation of who I should be. Third, my professional identity is profoundly mediated or even sometimes constrained by the imposition of duties and expectations that are in line with cultural traditions and dominant societal discourses, including those emanating from government policies, educational curricula documents, and so on.
