This paper aims at investigating how a prospective EFL teacher narrates part of her identity construction, following the theoretical support of Critical Discourse Analysis (Fairclough, 1989, 1992, 1995, 2003) and Systemic Functional Linguistics (Halliday, 1994; halliday; matthiessen, 2004). Aiming at contrasting her discourse in the data collected between in 2004 and 2007, the data discussion focuses on: a) the process of becoming a foreign language teacher and b) the influence of the Language Teacher Education Program (Curso de Letras/Licenciatura) on this process. Conclusions indicate that, when narrating about her professional teaching identity, the research participant shows that her discourse may be changed when there are: a) time for exchanging experiences with other social agents, and b) opportunity for textualizing her discursive trajectory as a teacher, critically reflecting about her identity as a language teacher.
discourse; identity; future language teacher