Summary. Identity, as a complex and relative notion, is extremely hard to define, especially when it comes to bilingual people who are to cope with two or more identities. The relationship between language and identity is already intricate, and those who are born into bilingual families not only deal with these lingual complexities, but also social diversities. Starting from this point, this qualitative multi-case study addresses the issue of identity through the in-depth analysis of three bilinguals who are also second language teachers at a private foundation university. The data were collected mainly through face-toface semi-structured interviews, and similar and different themes were revealed by withincase and cross case analysis. The participants reflected on how they labeled themselves in terms of their identities as bilinguals. Finally, the research revealed that family bonds and emotions, as well as social norms and language, played various roles in the selfidentification of bilinguals. The fact that the acculturation and integration strategies of the participants were different and that self-identification was remarkably subjective and flexible were the other underlying outcomes of the research.

Teacher Research is generally acclaimed as a beneficial form of professional development. However, it is still an under-practiced activity in the field of language teaching. In this respect, this qualitative collective-case study research addresses this issue through the in-depth analysis of three teachers who have shied away from carrying out research in the preparatory school of a private foundation university where a Teacher Research project, as part of the Professional Development Unit, has been systematically conducted by an experienced in-house mentor since 2010. Reflecting on the in-depth analysis of semi-structured interviews and the researchers' affliction with the cases as an insider, the study revealed that context and belief-related factors played key roles in preventing teachers from conducting research for professional development, potentially resulting in research reticence.