ABSTRACT
This chapter discusses identity-agency of pre-service teachers in the context of English as a lingua franca (ELF) in Indonesia. It explores the experiences and environment of the participants in their professional identity making and how they exert their agency in pursuing the goals in their professional endeavours. This qualitative study used a case-study approach spanning five months in a teacher training university in Semarang. It involved two cohorts of pre-service teachers who completed teaching practice in high schools. Data were gathered through written narratives and semi-structured group interviews. The written narratives and transcriptions were read to identify emergent themes from their activities, classify the agency in their identity making as teachers in the context of ELF, and frame it using a sociocultural approach to contextualise the study. The dialogical framework was used to uncover the details of values, experiences and more intimate personal viewpoints, and the ways the participants are responsible for and active in their learning. The results show that pre-service teachers have contradictory stances on the use of English as a foreign language (EFL) in their classroom and the manner in which they use it for upward mobility. They show actions to improve themselves in becoming users in the context of ELF by joining international societies and interactions. However, when it comes to teaching their students, the cultural differences between the languages become a challenge.
