University of Derby, United Kingdom; https://orcid.org/0000-0002-3087-832X
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2020-1(3). Examining Learner and Teacher Language Identity, pp. 124-125
News of the fifth conference hosted by the International Association for the Educational Role of Language (ERLA) started filtering into my inbox in October 2019. The scope of the conference was to be ‘Learner and Teacher identity.’ This focus instantly appealed after grappling with my own issues of teacher identity following a change in role a few years ago, so I secured my place. Then the global health crisis hit. As the virus rampaged across the globe, countries went into lockdown, people were confined to home, and life went virtual….
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