Abstract
Over the past few decades, the research on language teachers has started to take a more holistic perspective (Borg, 2003; Freeman, 2002; Johnson & Golombek, 2011), providing a deeper understanding of how teachers’ professional and personal lives interact and shape their teaching practices, instructional decisions and interactions with students. Central to this scholarship is the recognition of teachers’ multiple identities (Alsup, 2006) which extend beyond the classroom and include various roles and affiliations that teachers embody in their lives.