EMBRACING IDENTITIES IN SECOND LANGUAGE LEARNING: CURRENT STATUS AND FUTURE DIRECTIONS

Abstract

Despite increasing scholarly interest in language learners’ identities, little effort has been devoted to critically reviewing the latest research on second language learners’ identities and providing future directions for study. This recent increase in research then raises an important set of questions: (a) How have second language learners’ identities been portrayed and explained in empirical research?, (b) What are the general trends in language identity research, and what are the key factors that have driven such development?, and (c) What are the limitations of current studies and the future directions for research on second language learners’ identities? To answer the above questions, the paper critically reviewed and analyzed 109 major studies about second language learners’ identities since the 1990s. This critical review of current studies of second language learners’ identities aimed to address an important issue related to ESL/EFL students’ identity, which may be used to shape an international agenda on how to best support and meet the needs of these students. It also enables educators, school administrators, and policy makers at all levels to better understand the increasing number of second language learners and their multiple identities, as well as providing researchers a new perspective on conducting research in language learners’ identities.