This study explored relationships between five EFL teachers identities and their teaching practices in Taiwan. A qualitative case study examined the complexities and paradoxes associated with these teachers professional, social, political, and cultural identities and their representation of these in classes. The study was particularly concerned with how the identities of the five non- native English teachers impacted their teaching since the political and social-cultural contexts in Taiwan are very different from when they were students. Through analysis of data derived from ...