It is a sincere pleasure to contribute the prologue for this very important volume. Organized into three individual sections, the book chapters engage critically with issues of high concern in the field of English Language Teaching (ELT) at the current time. Briefly, these issues include poststructural identity, globalization, and teacher subjectivity. These three issues highlight larger struggles over legitimacy and authority within the field. Historically speaking, these struggles gained traction in the 1980s and 1990s with the introduction of poststructural and critical theoretical orientations to ELT scholarship. Since that time, one has witnessed some movement toward a more inclusive professional enterprise. This is visible in what ELT scholars are publishing, in how teachers are apprenticed into the field, and in the representations commercial publishers select for their ELT instructional materials. New sensitivities to power are starting to develop as are legitimate spaces for voices previously marginalized.