Abstract
This paper is based on a study that intended to explore how three young adult learners of English constructed their identities as speakers of English through their positioning in oral tasks in an English class. It focuses on the story of one of the participants of the study: a beginner female English learner. Data collection methods used included class video and audio-recordings, interviews, and diaries kept by the participants. Findings indicated that learners’ positioning in spoken interactions not only directly affected their use of English, but also led them to non-linear transformations of their identities as speakers of English. These results pinpoint the need to gain awareness of the centrality of students’ identities in both their learning process and in language teaching practices and the need to observe how positioning operates in the language classroom.
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