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Abstract

It is a common concern among second-language (L2) learners to feel that their identity changes when speaking a foreign language compared to their mother tongue (L1). To some extent, this is a natural process and relates to the new possibilities of viewing the world offered by the new language; on the other hand, it can be an issue if learners do not feel like themselves or feel like a less interesting version of themselves, as shown in the presented analyses. In this scenario, instructors have an essential role in promoting alternatives that can contribute to the learners’ comfort in the second language and help their L1 identity show in their L2. Given the importance of this matter,  Continue Reading →