The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.

中文翻译：

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外语职前教师与其他语言使用者的身份认同：巴西和智利的见解

本文的目的是在两个不同的背景下检查外语（FL）职前教师的身份：巴西和智利。使用了一个多案例研究方法，研究了三种不同的教师教育计划中，外语职前教师如何发展和概念化他们的教师身份，其中两个在巴西，一个在智利。分析集中在三个主要问题上：新兴身份，外语水平的作用以及作为发展教师身份的中介空间的实践。位于巴西的两个案例研究的结果表明，FL职前教师的身份受他们对语言能力的信念的影响。智利的案例研究证实，职前教师的身份在学生和教师之间摇摆不定。总体，