The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work: * Provides a broad overview of the different types of challenges language teachers face in their careers * Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher's identity * Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom * Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian * Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education. "Sílvia Melo-Pfeifer and Vander Tavares have put together timely a volume on language teacher identity at the interface of ideology, policy and practice. The studies, from diverse cultural and educational contexts, challenge assumptions about race, accent and ethnicity in language education. Together they make an invaluable contribution to scholarship and professional development." --Li Wei, Director and Dean, UCL Institute of Education "This volume is ground-breaking. Its focus on teachers of two or more languages and racialised language teachers is bold. Its decolonial theoretical compass is timely. A powerful contribution to the language teacher identity literature!" --Lourdes Ortega, Professor of Linguistics, Georgetown University. "This exciting volume asks deep questions about language teacher identity focusing on teachers of two or more languages and racialised language teachers in diverse contexts. Melo-Pfeifer and Tavares have done an amazing job in interrogating the dominant linguistic ideologies of race, ethnicity and language in language teacher education." --Xuesong (Andy) Gao, UNSW Australia Language Teacher Identity examines how ideologies of race, ethnicity, accent, and immigration status impact perceptions of racialised and plurilingual teachers of two or more languages. This indispensable work is the first to systematically consider the impact of these issues on language teacher identity in a single volume. Drawing from the experiences of teachers from around the world, the authors employ a range of methodological and theoretical approaches to gain invaluable insights on responding to the assumptions, biases, and prejudices that students may unknowingly bring into the classroom. In-depth chapters offer fresh perspectives on issues related to native-speakerism, monolingualism, racism, competence, authenticity, legitimacy, identity construction, and more. Covering the teaching of a variety of languages, including English, French, Japanese, Norwegian, and Portuguese, Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity is essential reading for upper-level undergraduate and graduate students of applied linguistics, language education, and TESOL, as well as practicing language educators and researchers.