Negotiating Multiple Identities Through eTandem Learning Experiences

Abstract

Much of the eTandem research has investigated either linguistic or cross-cultural aspects of second language (L2) learning, but relatively little is known about issues of identity construction in an eTandem context. Situating the study within theories and research of language learner identity, we examined ways in which two adult L2 learners (a Korean adult learning L2 English and a Korean-American adult learning L2 Korean) negotiated multiple identities and practiced their L2 through eTandem learning in an extracurricular setting. Our findings reveal that the participants developed a partnership based on reciprocity and a membership within the eTandem community, which contributed to their identity construction and L2 learning. These findings shed light on the affordances of eTandem as a meaningful and productive L2 learning environment and suggest a further examination of the relationship between L2 learners’ identity construction and eTandem learning.