This qualitative research investigation explores the narratives of six novice teachers with the objective to identify the professional identity traits that emerge in the informal teaching practice of the Ancla Project, an English mentorship program of the Modern Languages degree at the Javeriana University. To collect the data, oral protocols, field diaries and semi-structured interviews were employed. The collected data was analyzed under the narrative analysis theory (Riessman, 2008), in order to make life stories, the unit of analysis of this study. The results of the investigation gave an account of the current identity traits classified in the following categories: Current and imagined identities and their ontological and epistemology dimensions, the emulation of the semiotic and practical resources of other teachers, the reconfiguration of the teacher identity, and the teacher’s discursively constructed vision of self. The data revealed that non-performative teachers’ identity is diffuse and needs a social learning-teaching context to be consolidated, and is Ancla Project the context in which some novice teachers face the theory with the practice, and vice-versa. As a result of this process, their teaching identity is constantly reconfigurated. In a similar vein, although the institutional discourses position the novice teachers as “tutors” or “mentors”, the interaction with their “mentees” builds a vision of being a teacher discursively co-constructed, changing that positioning, and as a result, they understand themselves, sometimes, as teachers in the present and future (Kanno & Norton, 2003).