ABSTRACT
Expatriate language instructors face several challenges while living overseas. Development of Language Teacher Professional Identity (LTPI) helps teachers overcome many of these challenges. Their experiences, beliefs, values, and emotions inform their teaching practices and personalities as teachers. This paper investigates how experienced Foreign TESOL instructors develop their Language Teacher Professional Identities at a higher education institution in Egypt. Specifically, the researcher gives special attention to student interactions in the classroom. Through the use of teacher identity role and narrative approaches the participants examine how their emotions, values, and beliefs inform their teaching practices as they work through emotionally charged situations in the workplace. The results of the analysis lead the researcher to provide recommendations for novice, mid-career, and seasoned instructors for successful LTPI development and student interaction
