In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online conversations among preservice and in‐service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Türkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo‐nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one‐third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in‐service teachers from Türkiye construct their teacher identities in response to neo‐nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small‐group discussions in a social justice‐focused telecollaboration with teachers from the US? Findings indicate that participants from Türkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso‐ and macro‐level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo‐nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education.

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This qualitative case study explores the personal experience of Daniela, a Spanish-speaking adult immigrant from Mexico, who lived and worked in the United States, as she navigates her ways through an everyday social context distinct from her own cultural origin. The article presents Daniela’s view on the silent practice of herself and others whereby her perception takes shape through a process of constant adaptation and struggle with challenges such as anxiety, separation due to language, and ways of communicating. Amidst all these emerges the question of language choice as Daniela moves between English and Spanish for contextual reasons that unpredictably reproduce various degrees of social isolation, power disparity, and economic pressures. With insights from such anecdotal accounts, the discussion argues for the importance of comprehending silence by situating the topic in its immediate social circumstances rather than as a stand-alone construct; and eventually draws implications for second-language acquisition (SLA) in a real-world context.