Teacher cognition has become a major paradigm in second language teacher research since the 1990s. Understanding the cognitions (e.g., beliefs and knowledge) of teachers provides insights in how teachers navigate multipolar environments. Such understanding is important as the decisions teachers make have a direct impact on student learning. This chapter thus examines teacher cognitions in relation to multipolarity, focusing specifically on multipolar pedagogies, teacher identity and social justice, and flexibility of thinking in changing educational conditions. As addressing such issues can have an impact on teachers’ thinking and emotions, this chapter also focuses on teacher cognitions in relation to teacher wellbeing. The chapter ends with implications for teachers and teacher development. Recommendations are provided for critical reflective practices, aiming to support transformational change in teachers’ beliefs about issues related to equity, diversity, inclusion, and social justice in English language education. These recommendations can be pursued by teachers and included in teacher development programs.