This chapter aims to show the challenges faced by a small group of transnational teachers of English as a Foreign Language (ELF) in Colombia. It also employs the concept of the neglected periphery to examine the current situation and development of the English Language Teaching (ELT) sector on the international and local levels. In addition, the chapter discusses how these transnational language teachers deal with cultural conflicts in their work and establish their hybrid identities. In the first part of the chapter, I will review certain theories, studies, and epistemologies of English Language Teacher Identity (ELTI) in relation to the globalization of the use of English.

In the second part, I discuss issues to do with education and identity faced by transnational teachers, which intertwines my personal views with my own transnational teaching experiences. The final section describes my research, and its implications for transnational teaching practices in the era of globalization and future studies of LTI.