ABSTRACT Language teaching is an inherently political act, and in Québec it is inextricably tied to questions of cultural belonging and national identity. This study explores the experiences of English as a second language (ESL) teachers in French‐medium schools in Québec. Drawing on critical applied linguistics and identity theory, it examines how pre‐service and in‐service ESL teachers navigate the tensions between the teaching of ESL and Québec's language policies. The study restories qualitative interview and survey data to explore three key themes. The resulting stories show how ESL teachers negotiate their professional and linguistic identities as they move through their school environments, demonstrating that in doing so, they often face social isolation and misperceptions about their linguistic identity and affiliation. These findings point to the need for teacher education programs to better prepare pre‐service ESL teachers for these realities by equipping them with strategies that will support their resilience and self‐advocacy.
Hardin et al. (Fri,) studied this question.