The study of language teacher identity is a fast-growing research area in applied linguistics. There are many factors which influence how teachers may choose to present themselves as educators, as colleagues, and as members of a wider community. Traditional work in language teacher identity has focused primarily on how teachers teach in one language without accounting for the complex identity questions that arise when a teacher teaches more than one language and when they teach students who use more than one language. In Foreign Language Teacher Identity, contributing writers from around the world reflect upon case studies in the development and comprehension of teacher identity in teachers who teach foreign language courses. With a particular focus on race and ethnicity as a fundamental element of a language teachers identity, this important work provides the first critical examination of the student perceptions language teachers face around authenticity and legitimacy in relation to prejudices on race, ethnicity, accent, and immigrations tatus. As the study of language teacher identity becomes increasingly common in teacher education programs, this work will become an important part of teacher identity courses and will help language education students learn how to understand their own identities as teachers. It will also provide them with guidance which can be used throughout their careers on ways they can navigate challenging situations as teachers and how they can analyse and respond to the assumptions and prejudices that their students may unknowingly bring into the classroom. Chapters also contribute valuable insights into the politics of navigating classrooms in which one spoken language may be minoritized or in which accented speech may be treated with prejudice. With case studies drawn from Brazil, Canada, China, Germany, Norway, Mongolia, Pakistan, Portugal, and the United States, this valuable text is a truly international source and accounts for differences in language education pedagogy and ideologies throughout the world. It will be an ideal text for courses in language teacher identity, raciolinguistics, translanguaging, and multilingual/plurilingual language education.

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