This research study delves into the multifaceted identities of science teachers working in bilingual schools located in Bogotá, Colombia. Recognizing the diverse ways individuals perceive reality, the concept of identities is approached with a pluralistic perspective. The research is grounded in the framework of bilingualism, and it investigates the intricate tensions that arise when teaching science within a bilingual context. Employing a poststructuralist lens and utilizing narratives as a methodological approach, this study seeks to unravel the complex process through which teachers construct their identities based on a myriad of lived experiences. Narratives are chosen as a method due to their capacity to foster deep introspection, enabling teachers to reflect on their personal...