Several communities have taken gender as a fundamental element in the establishment of linguistic patterns. This is the case of the masculine linguistic style, traditionally considered appropriate for correct development in the public sphere. Despite adapting to changes in the social world, the study of these patterns constitutes a starting point for a contextual analysis of gender linguistic characteristics. This article describes the linguistic varieties based on the socio-cultural context of Ana Vera’s communities of practice; a member of the feminist group Surkuna; an organization that watches over the well-being of women; and girls criminalized for having abortions. Their linguistic development is studied in defense of the non-criminalization of abortion due to rape, in a debate proposed by the newspaper  “El Comercio”, facing Carlos Arsenio, representative of pro-life groups. Ana uses male linguistic patterns in similar situations as Carlos, mainly, when she seeks to emphasize; provides data: and defends her speaking time. However, the presence of linguistic patterns, related to collectivity and solidarity, is denoted when describing other women's reality, facing criminalization and rejection. This is an example of the interaction between gender language patterns in a public setting.

Early teaching and student experiences act as cultural references for English as a Foreign Language teachers. Tools and strategies are articulated in the form of roles, which are constantly tested and negotiated within the classroom, modeling the EFL teacher’s identity. The following is a case study on three EFL teacher’s identity development from the Pontificia Universidad Católica del Ecuador. The presence of roles related to EFL teaching was identified through a semi-participant observation and compiled in an observation grid. Observed tools and strategies origin was deepened in the transcription of interviews based on life stories, using a biographical methodology. The use of Socializing / Empathizing skills from the Acculturator role were present in codeswitch using an Ecuadorian pitch, aimed to deal with emotional transactions in the class successfully. Previous working experiences allowed teachers to find strategies to incorporate EFL teaching roles with low emotional labor. Role models from the family and working context played a crucial role in the integration of emotional tools to negotiate roles within the class with low emotional labor.