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This study investigates how an elementary-level content classroom and an ESL teacher in Massachusetts negotiated teachers’ identities and identity dissonances in their attempt to advocate for emergent bilinguals. Using critical discourse analysis, this study examines the cognitive, emotional and social dimensions of teacher advocacy identity negotiations. Furthermore, this study illuminates two teachers’ different ways of negotiating with advocacy identity dissonances, dependent on teachers’ sense of agency and affordances in their social identity positionings and working contexts. The findings indicate the importance of using teachers’ identity dissonances as a tool to develop teachers’ agency and enact advocacy actions. Specific suggestions are made for the preparation and professional development of teachers of emergent bilinguals.