This study is an exploration of how English as a second language (ESL) teachers relate their ethnic and social backgrounds to instructional practices. Fifty-seven ESL teachers from inner-city junior high schools of Los Angeles responded to a questionnaire, interviews and provided self-written perspectives on how their personal histories mediated their pedagogical practices. The teachers' narratives were analyzed within the framework of critical reflectivity. Results indicated that teachers of different backgrounds interpreted their roles differently based on a complex interplay of diverse variables. The teachers also deployed diverse approaches and strategies to guide their practices and mediate their roles. The study recommended development of teacher education programs and curricula that incorporate explorations of prospective teachers' social/ethnic background experiences, perspectives, assumptions, expectations, and attitudes as a way to ascertain how such teachers' personal histories will shape their pedagogical choices. The study also recommended well-designed community-based immersion programs for all prospective teachers as a way to bridge social and cultural gaps between teachers and their students. (Contains 4 tables.)