Introduction

This chapter sets the stage for subsequent discussions and provides the background for this book. Globalisation has radically transformed many aspects of contemporary individuals. However, compared to other aspects, relatively meagre attention has been given to how globalisation influences second language (L2) identity. This book aims to draw attention to this relatively neglected area, arguing that L2 identity is a key construct not only in the acquisition of an L2 but many other aspects of individuals’ well-being. Individuals’ learning experiences contribute to the construction of their L2 identity, and their L2 identity constructed over the years in turn influences their perceptions of L2 learning. This book discusses how globalisation influences L2 identity, as well as the opportunities and challenges globalisation has brought for the construction and maintenance of L2 identity. One major conclusion of this book is that the increasing extent of cultural exchange due to globalisation results in dilemmas of self, especially in terms of morality. This is because language and values are intimately related, and there are conflicting demands in terms of the morality of different cultures. Therefore, morality, a dimension that has almost been completely neglected, is proposed to be included as a key component in fostering L2 identity. As autonomy is an integral part of identity and a contributor to successful L2 learning, how to reconceptualise and foster L2 autonomy in the age of globalisation is selected to be another topic discussed in this book. Finally, globalisation has posed new demands for L2 teachers and teachers need to transform their identity in order to remain effective in their profession. This book proposes the essential qualities that constitute L2 teacher identity in the context of globalisation.