The purpose of this cultural study was the analysis of commodified identities construction in an EFL context. Our site of struggle for the analysis was a private institution and the related variables were English textbooks, six teachers and six learners as our cases. Our whole data collection took from 23 September 2010 to 30 September 2011. Our theoretical framework was inspired by constructivism and in particular Bakhtin\'s dialogism and we followed an ethnographic methodology in our data collection. The results of the content analysis of the textbooks, teachers and learners\' data showed the existence and construction of commodified identities, though there were intra and inter variations among the teachers\' responses regarding commodified identities. The results were discussed in connection with the context of language teaching and some pedagogical implications were also suggested.

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