Dr Tom Morton is Honorary Research Fellow within the Department of Applied Linguistics and Communication at Birkbeck, University of London. John Gray is Reader in Languages in Education at UCL Institute of Education.

This book is a tremendously valuable addition to the emerging field of language teacher identity. The authors have made a powerful case for social interaction as a primary site for doing identity. Their immensely rich micro-analyses of what may appear to be commonplace professional interactions provide deep insights into the dynamic, fluid and complex nature of teacher identity. The book is a must read for (language) teachers and teacher educators, researchers and practitioners alike.

• 1 Introduction2 Identity – an overview3 Social interaction and identity4 Knowledge, power and identity in trainer-trainee interaction in pre-service English language teacher education5 Positioning analysis of ESOL teachers’ ‘small stories’ about Individual Learning Plans (ILPs) in research interviews6 The construction of language-related identity by non-native teachers in group discussion7 English language teachers’ social class and political identity construction in group interaction8 Queering the research interview: humour, play frames and frame breaking 9 English language teacher identity

Dr Tom Morton is Honorary Research Fellow within the Department of Applied Linguistics and Communication at Birkbeck, University of London. John Gray is Reader in Languages in Education at UCL Institute of Education.

This book is a tremendously valuable addition to the emerging field of language teacher identity. The authors have made a powerful case for social interaction as a primary site for doing identity. Their immensely rich micro-analyses of what may appear to be commonplace professional interactions provide deep insights into the dynamic, fluid and complex nature of teacher identity. The book is a must read for (language) teachers and teacher educators, researchers and practitioners alike.

• 1 Introduction2 Identity – an overview3 Social interaction and identity4 Knowledge, power and identity in trainer-trainee interaction in pre-service English language teacher education5 Positioning analysis of ESOL teachers’ ‘small stories’ about Individual Learning Plans (ILPs) in research interviews6 The construction of language-related identity by non-native teachers in group discussion7 English language teachers’ social class and political identity construction in group interaction8 Queering the research interview: humour, play frames and frame breaking 9 English language teacher identity