Global, Local, or Glocal Identity of EFL Learners as ELF Users

Abstract

English as a lingua franca (ELF) has created some sense of L2 learner identity in ELF communication. However, there is still a lack of exploration of EFL learners' identities in the ELF context. This study aims to find out how EFL learners' identities are categorized based on global, local and glocal identities. The study falls into critical applied linguistics as it combines Norton's identity theory and Walshaw's subject position's notion to reveal participants' subjectivity. This research is categorized as a case study as it explores participants' identity positioning towards ELF. The results indicate that respondents' identity options resonate with global, local or glocal identity. Global identity is shown by the tendency of the Inner Circle accent, progress, modernity, and daily activity. Local identity is indicated by maintaining the local accent, and Glocal identity is pointed out by the tendency to blend two identities at the same time. Two of the participants have shown dual identities, while the last two participants only depicted one identity. Respondents' identity options as the projection of their subject positions and subjectivities appeared in some way to be constructed by universities' curriculum document policy, university vision and missions, regulation or English exposures in the former school including the curriculum, and informal learning experiences.