This doctoral-application research proposal looks for both identifying the mentor teachers’ pedagogical and conversational factors that build their interactional identities as language teachers in the English classroom of BA programs in TEFL in Colombia, as well as describing the ways in which their interactional identities configure pre-service teachers’ identities as language teachers. These aims will be pursued by tracing and describing mentor teachers’ conversational factors from the observation of their interactions with pre-service teachers in English classes (interaction patterns) and their pedagogical factors from the interpretation of the meanings (conversational interactions) that they give to the manner in which their interactions happen in class.