Building on both Western and Asian theoretical resources, the book examines how EIL teachers see themselves as professional and individual in relation to their work practices. It reveals the tensions, compromises, negotiations and resistance in their enactment of different roles and selves, especially when they are exposed to values often associated with the English-speaking West. The ways they perceive their identity formation problematise and challenge the seemingly dominant views of identity as always changing, hybrid and fragmented. Their experiences highlight the importance of the sense of belonging and being, connectedness, continuity and a coherent growth in identity formation. Their attachment to a particular locality and their commitment to perform the moral guide role as EIL teachers serve as the most powerful platform for all their other identities to be constructed, negotiated and reconstituted.

Phan Le Ha has recently been appointed Associate Professor of Education in the College of Education, The University of Hawaii at Manoa, USA, after nearly a decade lecturing in the Faculty of Education, Monash University, Australia. Her research interests include International Education, English as an International Language, Identity Studies, and Academic Writing.

Acknowledgements
Chapter 1 - Introduction
Chapter 2 - Language, Culture and Identity
Chapter 3 - The Politics of English as an International Language and English Language Teaching
Chapter 4 - Identity Formation: Negotiations of Apparently Contradictory Roles and Selves
Chapter 5 - Identity Formation: The Teacher and the Politics of ELT
Chapter 6 - An EIL Teacher's Identity Formation
Chapter 7 - Teacher Identity and The Teaching of English as an International Language
References