My study investigates the identity construction of English teachers as a foreign language and the representation of their teaching practices, in particular, those developed in public schools in the city of Rio de Janeiro. This study falls within the area of contemporary Applied Linguistics (Moita Lopes, 2006; Fabrizio, 2006), so the theoretical framework illustrates its multifaceted and interdisciplinary approach, based on identity concepts and processes (Hall, 2011; Bauman 1998 Moita Lopes, 2003; Bucholtz and Hall, 2005; Snow, 2011; Duszak, 2002), narrative practices (Labov, 1972; Linde, 1993; Bruner, 2004) and evaluative practices (Labov, 1972; Linde, 1993, Martin and White , 2005). I conducted this qualitative and interpretative research in a meeting in which, besides being the researcher, I assume the role of a participant together with three English teachers. The data is composed by stories we told about our professional experiences in a research talk. The results show that evaluations of AFFECTION, JUDGEMENT and APPRECIATION permeate our discourse, acting as linguistic resources that allow me to glimpse at personal, social and collective identities of the group of participants and of other social actors involved in the teaching- learning process. The data reveals complex identity landscapes, which can not be seen as definitive in the constitution of the English teacher, although they enable us to perceive how these group of professionals represent their work in public schools, through praise, criticism and complaints.