Learner identity in a globalized world

Three important conclusions emerge from the above. First of all, essentially Anglo-American native speakers of English enjoy certain economic advantages that might render them desirable role models to language learners. Secondly, such native speaker target groups can thus preserve their importance and status, as well as their privileges. Thirdly, my earlier observations suggest that, while the image of the Anglo-American native speaker remains influential, learners of English develop complex self-concepts that are influenced by a range of factors. As a consequence of these processes, learner identities have become increasingly important in language acquisition research. On the one hand, they offer more insight into the complicated dynamics of twenty-first century language learning while, on the other, they help explain and examine the intricate pattern of motives that drive it. Below, I discuss learner identities from a self perspective, concentrating on learners’ attitudes and self-concepts as a reflection of the multitude of influences that globalization represents.

Analyzing the motivational impact of globalization, Dörnyei (2005) argued that, due to the global status of English, L2-related aspects of English learners’ identity imply no real association with any one culture in particular. At the same time, his notion of “world English identity” (Dörnyei, 2005) implied a strong identification orientation as well as a well-defined image of the “world English user” with which to identify. So as to reflect the blurred boundaries and many forms of identification that a positive orientation toward a global community can entail, Yashima (2009) developed the concept of international posture. International posture explains the phenomenon in terms of openness toward foreigners and their cultures as well as a general interest in international values and issues. This type of orientation is not linked to one particular cultural or linguistic group and is not limited to any specific language. Thus, it might

prove to be a better tool to explore the international component of learner identities in a globalized world. Several studies have examined the applicability of international posture as a measure of learners’ motivation and, therefore, performance. Moreover, the concept also formed a part of the questionnaire study presented in this dissertation. Consequently, I further discuss international posture in the sections dedicated to L2 motivation research and the UNIGE study.

Furthermore, in addition to having an international element, learner identities in globalized contexts are often viewed as complex systems, which are under the influence of a multitude of factors. As Heller explains, “(o)ne of the hallmarks of the idea of post-modernity is hybridity, métissage, and other forms of blurred and multiplex identities and practices” (2000). Dörnyei argues that in such contexts learners might develop a “bicultural identity, in which part of their identity is rooted in their local culture while another part is associated with a global identity that links them to the international mainstream” (2009). Dewi, one of the young Indonesian learners in Lamb’s (2009) study, talks about the duality of her identity when she defines her desired self as an Indonesian professional who moves easily in international circles. She also dreams of having two homes, “in foreign and in Indonesia” (ibid), which shows how important these dimensions are to her self-concept.

Lamb (2004, 2009) argues that this new form of identity is further strengthened by the methods of self-expression available to twenty-first century language learners. Graddol (2006) draws attention to the fact that “(e)asier and cheaper communication is encouraging the development of a new social texture, in which, ironically, small communities – and even individuals – can become more separated from their neighbours but better connected with distant people.” These relatively new channels of communication, such as online platforms, forums and social networks, undoubtedly influence the way learners approach the issue of language use and might even challenge traditional, locally determined, forms of identification. On the one hand, these new means of communication offer individuals easy access to the so-called global community and, as a result, further motives for learning and using foreign languages. On the other hand, they also provide opportunities to connect and strengthen ties to groups with similar linguistic, ethnic or religious heritage, regardless of geographical proximity or the lack thereof. These processes can increase the importance of languages and language learning as an aspect of one’s identity and self-concept, both in the case of English and that of other, first, second or third, languages.

Research findings demonstrate the importance of L2 use in identity creation. Kramsch (2006), for instance, points out that foreign languages provide adolescents with more opportunities to fully express their personality. In Ryan’s (2009) study, some young Japanese learners of English reported interest in the language either as a means of communication or as an aspect of their future identity. Yashima (2009), on the other hand, emphasizes the motivational force of the desire for self-expression when one has something to say to an imagined international community, implying that “merely communicating” in a foreign language also serves to express one’s identity. These arguments suggest that foreign languages offer individuals the possibility to expand and solidify their self-concepts and, at the same time, to give voice to these selves.

Moreover, with the spread of internet-enabled communication platforms, it appears that such opportunities now surround many learners at a click. First of all, these platforms present learners with culturally and linguistically diverse communities of practice that are more easily accessible than traditional native speaker target groups. In addition, due to the relative anonymity or geographical remoteness of these communities, online platforms can represent less anxiety-provoking contact opportunities. Finally, and as a result of these characteristics, they can also allow language users to refine their self-concepts and perhaps even develop bi- or multicultural identities.

This echoes one of the key conclusions of modern L2 motivation research, discussed in more detail in the next section. Dörnyei (2005, 2009) explains that in order to construct strong visions of their future L2 using self, learners go through several identification processes, one of which is the defining of an L2-related self, with all its facets. This can take place through positive experiences of language use and can be described as sharpening the image or images of the L2-related behavior of the future self (cf. Yashima, 2009). In other words, learners create a series of criteria according to which they intend to perform in the L2, thus defining the characteristics they aim to personify. Comments and views broadcast through different social media channels can reflect this self-image and help advance and strengthen it.

It is important to note that while L2 competence can add an important element to one’s self concept, even reshaping it in a certain way, this self-concept is also influenced by other, often contextual factors. Through foreign language learning and use, learners can become participants in the global context, in addition to their local roots. Dewi’s case in Lamb’s (2009) study exemplifies this and shows how her bicultural identity allows her to dream of becoming

a successful Indonesian and an international professional. “You are as many people as many languages you speak,” says the Hungarian proverb (Csizér and Kormos, 2009), and yet it is clear that those roles belong to the same individual. And learners, as individuals can be strongly influenced by the contexts in which they participate. These contextual influences are gaining considerable traction in current discourses on L2 learning and I will discuss their importance in understanding learner motivation in the next section.