Self and Identity in English Language Learning

Viete (2011, p. 7) pointed out that “language lends us many faces”. It is believed that we may have different identities in different languages. Others argue that it is implausible that we could form a new identity in the English-as-a-Foreign-Language (EFL) context as the contact with the target language is too limited (Block, 2007a). However, there are studies (Majchrzak, 2018; Pavlenko, 2006) that show that bilinguals and advanced users of second language (L2) have two identities depending on the language they speak, and the language that is not their first language (L1) is usually connected with pretending to be somebody else as if creating another person or putting on a mask. The goal of the present chapter is to make language instructors aware of the opportunities, mainly in the case of advanced learners of a Foreign Language (FL), as well as limitations (such as insufficient proficiency in FL, problems with power relations, the lack of immediate and realistic social context) that are intrinsically connected with identity formation in English language learning. The teacher’s role in the possible formation of the learner’s language identity will also be discussed as a language teacher may very often take on the role of the imagined community and, in this way, help language learners to develop an ideal L2 self. The chapter closes with recommendations for English language instructors, including practical ideas on how to help learners to develop their identities through English language instruction and a suggestion for action research in developing L2 identity.