The development of the current research aims at searching for understandings about the production, especially in the oral modality, of English as a Foreign Language (EFL). After perceiving myself as having issues related to my social identities as well as to how I could be perceived by other individuals when using such foreign language, a semi-structured conversation-interview was arranged with two other participating EFL teachers. Through an interpretativist qualitative approach towards the generated data, it was possible to realize that the two participant teachers suffered from tensions similar to mine. The analysis of the discourse generated through the conversation-interviews focused on the teachers’ beliefs about the role of English, as a native and a foreign language, within contemporary social contexts and on personal professional identity issues. The second phase of this work, guided by the principles of Exploratory Practice and of Reflective Practice, led us to other conversation-interviews with the same participant teachers, separately. We reflected upon our perceptions and beliefs expressed during the first phase, besides dealing with our positioning at that moment. By connecting the insights obtained during the two research phases, I could understand the complexity of the issues raised and the changeability of our identities and beliefs according to the situations we experience and the contexts we are part of. However, some ideas are deeply ingrained in our minds, resulting in tensions that lead us to inhabit a middle-place of perspectives.