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This book is one of the first to focus upon how to link Positioning Theory to empirical research. As such, it is very much welcomed source-book to the growing community of scholars and practitioners that aim to use Positioning Theory as a theoretical framework for the analysis of different professional practices and societal problems. At the same time Kayı-Aydar's book also contributes to the refinement of the discursive basis of Positioning Theory."-Luk Van Langenhove, Vrije Universiteit Brussel, Belgium "This book offers a coherent, informative account of positioning theory and its applications in applied linguistics. It brings together for the first time multiple disciplinary strands in a way that makes positioning theory evidently relevant and important for applied linguistics research. The book is very well-written, well-constructed, and immensely readable."

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

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