Abstract
This research, situated in Malaysia, uses the first-person narratives of Malay learners to explore adult second language learning beyond the classroom as a process of identity negotiation, and a struggle for participation, acceptance and legitimacy in multiple communities. Set within a constructivist framework, it examines how ethnic, religious and cultural affiliations can structure access to linguistic and interactional opportunities, and how these are in turn constituted and reconstituted in the process of language learning and use. The study foregrounds the interplay between community ideology, language use and identity, and shows how learners’ investment in English is an investment in new identities and possibilities for the future.
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