Identity is intrinsically embedded in the social hierarchy of our postmodern world particularly since technological globalization has facilitated contact between people, cultures, and languages, thus shortening distances, removing boundaries, and fueling the notion of the world as a global village (Bauman, 1999). Social relations have indeed become more complex as identities tend to be less coherent and stable entities. This is to say that the more diverse and complex human encounters and relationships are, the more multifaceted and plural the roles they assume in individual and in social practices will be. Yet identities may be the product of social, cultural, or institution instantiation (Weedon,2004) and subjectivities are constituted by the discourses generated by institutional, social, and cultural practices within historical contexts. Identities are always relational and negotiable (Norton, 2000). Language, seen as more than a linguistic system of signs with regularities and applicability, is a social practice that engages subjects into meaningful exchanges where identities are negotiated and constructed. When social practice is seen in relation to language use and education, particularly in the case of foreign language teachers, their lived experiences, beliefs, and knowledge help them build their identity transforming their practices. Identity “reflects the social, historical and political context of an individual’s lived experiences” (Hall, 2002, p. 31); it is not a sole identity, but identities, related to different traditional demographic categories such as ethnicity, race, nationality, migration, gender, social class, and language.
https://www.redalyc.org/journal/3057/305762630004/html



For the foreign language teachers,