Building off McNeill (2021) examining the value of the L1 in ESL/EFL classrooms, the presenters introduce the role of exploring students’ L1 and EFL identities as a means for teachers to understand their students’ personal L1 Korean socio-linguistic identity, and the relationship with and negotiation of their English identity. Leveraging awareness of students’ L1 and EFL identities places learners in a position of language informers, offers a form of socio-cultural dialogue, and expands the English language learning experience. With this, the presenters share activities and projects for how EFL teachers can explore the complex interrelationships between language and culture, and their students’ sociocultural identities through explicit discussions in their classrooms. Language learning is more than words, and it is beneficial for language learning in and outside of the classroom.