ABSTRACT
Chapter 6 concludes the book by proposing theoretical and practical implications for this study. It confirms the advantages of using multiple theories to elucidate the complexity and development of language teacher identity, besides providing further insight into the concepts of investment and continuity amidst change. Practically, it puts forward recommendations for international students, teacher education programmes and teacher educators. It suggests what international students should realistically expect when pursuing their studies. It also considers how teacher education programmes and teacher educators can be more sensitive to the needs of bilingual teachers, connect content knowledge in class with students’ experiences outside class, link theories with practice, promote reflective practice and encourage mutual understanding between native and bilingual teachers.
