Week 4: Language and Identity

There are many different language learners and it would not be fair to categorize them as motivated versus unmotivated or extraverted versus introverted. There are many factors that go into the process of second language learning. To learn a language the student has to be exposed to it, hopefully in a natural setting, and practice it. This is hard to do when the student has no idea what their social identity or has a very low opinion of themselves in the language learning.

Motivation plays a big role in second language learning, without motivation or an active goal in mind the student can fall off course. Both intrinsic and extrinsic motivation are important but if the student does not have a need for the language that is growing inside of them it will be hard to learn and use the language. Even though Norton’s study concluded that motivation does not necessarily aid in successful language learning in every case it helps the students become invested in the language. The student must be invested in second language learning or else they may feel like they don’t have a need for it and therefore not learn the language or culture at the best of their ability. Learning the language in a natural setting can help shape and form an individual’s language identity. Teachers can help students form their own language identity by having discussions in the correct target language, use journals and diaries to not only practice their writing skills but to reflect and examine the communication opportunities they have experienced. Talking to other language learners can also build a language identity because they can compare experiences.  

People have more than one identity. For example I am a woman, an American, a daughter, a sister, a pre-service teacher, etc. This list can go on and on and it is important to know that people are made up of more than one identity. After reading the Pavlenko article it would be a great lesson for second language learners to write their own personal narrative on who they are their personal identities and sharing them with their peers and teacher. This can be a growing experience for the student; they can share their identity with their peers and understand that they fit in.