The growing need for professional development requires the language teachers not to be mere consumers of commercial instructional materials or implementers of sets of mandated or recommended techniques, but to attempt to generate their own classroom materials, seek innovative pedagogical approaches, explore the contexts in which their designed practice is embedded, and become self-critics of their own personal and professional lives. The present article is a self-narrative of moments of epiphanies that an Iranian English teacher and materials developer began to experience over a period of 18 months during which she could see herself moving from a spectatorship position to that of a composership. Benefiting from the guidance and consultation

The recent decades of English Language Teaching (ELT) appear to be particularly concerned with the marginalisation caused by English linguistic, cultural, and academic colonisation and imperialism. Bold footprints of this academic monopoly can be seen in the wide incorporation of abridged or unabridged British and American literary works in foreign language settings. Such literary products are often legitimised as authentic materials authored by native speakers. Inspired by the idea of incorporating non-native literature and translated first language literature into English classes, the authors of this article sought to explore the possibilities of opening spaces for English translations of Persian classic works of literature in English as