Since the onset of poststructuralist and sociocultural approaches to the applied linguistics area of second language acquisition and learning (SLA/L) and the advent of identity research in foreign language (FL) teaching and learning, different dimensions such as gender, race, sexuality, and ethnicity have been greatly explored. Nonetheless, an identity inscription which has been under examined in the abovementioned fields is that of social class. Scholarship on identity and FL educational research has not yet fully examined the hidden class-based power dynamics and the struggles for symbolic capital that students and educators experience and exercise in the EFL classroom that lead to construction and negotiation of class identities through discursive acts. Examining social class...