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Identity and Language Learning
A significant construct in language learning research, ''identity'' is defined as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future". Recognizing language as a social practice, identity highlights how language constructs and is constructed by a variety of relationships. Because of the diverse positions from which language learners can participate in social life, identity is theorized as multiple, subject to change, and a site of struggle.
The diverse conditions under which language learners speak, read, or write the second language are influenced by relations of power in different sites; learners who may be marginalized in one site may be highly valued in another. For this reason, every time language learners interact in the second language, whether in the oral or written mode, they are engaged in identity construction and negotiation. However, structural conditions and social contexts are not entirely determined. Through human agency, language learners who struggle to speak from one identity position may be able to reframe their relationship with their interlocutors and claim alternative, more powerful identities from which to speak, thereby enabling learning to take place.
==Early Developments==
The relationship between identity and language learning is of interest to scholars in the fields of second language acquisition (SLA), language education, sociolinguistics, and applied linguistics. It is best understood in the context of a shift in the field from a predominantly psycholinguistic approach to SLA to include a greater focus on sociological and cultural dimensions of language learning,〔Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. ''Modern Language Journal'', 81, 286-300.〕〔Morgan, B. (2007). Poststructuralism and applied linguistics: Complementary approaches to identity and culture in ELT. In J. Cummins & C. Davison (Eds.), ''International handbook of English language teaching'' (pp. 1033-1052). New York: Springer.〕〔Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. ''TESOL Quarterly'', 35(2), 307-322.〕 or what has been called the “social turn” in SLA.〔Block, D. (2003). ''The social turn in second language acquisition.'' Edinburgh: Edinburgh University Press.〕 Thus while much research on language learning in the 1970s and 1980s was directed toward investigating the personalities, learning styles, and motivations of individual learners, contemporary researchers of identity are centrally concerned with the diverse social, historical, and cultural contexts in which language learning takes place, and how learners negotiate and sometimes resist the diverse positions those contexts offer them. Further, identity theorists question the view that learners can be defined in binary terms as motivated or unmotivated, introverted or extroverted, without considering that such affective factors are frequently socially constructed in inequitable relations of power, changing across time and space, and possibly coexisting in contradictory ways within a single individual.
Many scholars〔Block, D. (2007a). The rise of identity in SLA research, post Firth and Wagner (1997), ''Modern Language Journal'', 91, 863-876.〕〔Menard-Warwick, J.(2006). Both a fiction and an existential fact: Theorizing identity in second language acquisition and literacy studies. ''Linguistics and Education'', 16, 253-274.〕〔Ricento, T. (2005). Considerations of identity in L2 learning. In E. Hinkel (Ed.), ''Handbook of research on second language teaching and learning'' (pp. 895-911). Mahwah, NJ: Lawrence Erlbaum Associates.〕〔Swain, M., & Deters, P. (2007). ‘New’ mainstream SLA theory: Expanded and enriched. ''The Modern Language Journal'', 91 (focus issue), 820-836.〕〔Zuengler, J. & Miller, E. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? ''TESOL Quarterly'', 40 (1), 35-58.〕 cite educational theorist Bonny Norton’s conceptualization of identity (Norton Peirce, 1995; Norton, 1997; Norton, 2000/2013) as foundational in language learning research. Her theorization highlights how learners participate in diverse learning contexts where they position themselves and are positioned in different ways. Drawing from poststructuralist Christine Weedon's (1987) notion of subjectivity and sociologist Pierre Bourdieu's (1991) power to impose reception, Norton demonstrated how learners construct and negotiate multiple identities through language, reframing relationships so that they may claim their position as legitimate speakers. .
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