This study investigates how English Studies teacher educators construct and negotiate their linguistic and pedagogical identities, focusing on orientations toward English as a Lingua Franca (ELF), standard language norms, and translanguaging. Based on five semi-structured interviews with university lecturers from two Spanish institutions, the research explores (1) their language orientations and self-perceived proficiency along an ELF-nativeness continuum, and (2) the alignment between these identities and their self-reported pedagogical practices. The analysis reveals three recurring identity/ideological positions—ELF-compatible, ambivalent, and normative—linked to distinct approaches in the classroom. Educators that follow ELF principles promote linguistic diversity and flexible language use; normative-oriented lecturers emphasize correctness and native-speaker standards; and ambivalent participants reveal ideological tensions and shifting stances. The findings suggest that linguistic identity is closely related to self-reported teaching practices, which tend to align, though to varying degrees, with ELF principles in support of students’ learning processes. Overall, the study highlights the importance of fostering critical reflection in teacher education.

Unveiling the Motivational Tapestry: A Duoethnographic Journey Into two ESP Teachers’ Motivation in Higher Education Keywords: complexity theory, duoethnography, English for Specific Purposes, language teacher motivation Abstract Teacher motivation has only recently been explored in relation to hi...