内容简介：This study selects three English teachers from rural secondary schools inXishuangbanna Dai Autonomous Prefecture as research participants. Guided by anintegrated theoretical framework (the Identity FormatioTheory, the History-in-PersonTheory, Identity-in-Discourse and Identity-in-Practice), this qualitative case study adoptsstimulated-recall interview, non-participant observation, documents and field notes asresearch instruments to generate data.