Authenticity of Identity and Second Language Learning

Abstract

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice.

Investigating a Language Learner Identity in the International Baccalaureate Diploma Programme

“…However, other students expressed a more complex understanding of themselves as language learners by focusing on their ability to better understand others and empathize when communicating about world issues. These comments are aligned to Wang's (2021) notion of authenticity, as students acknowledged an identity evolving dynamically within a community of language learners.…”

“…Additionally, language learners "who construct a positive identity are willing to exert more effort into their language learning, whereas those who construct a negative identity may exert less effort into their language learning" (p. 44). Wang (2021) argued that the construction and the verification of a group identity for second language learners will increase a learner's sense of self-worth which in turn affects their sense of authenticity. Furthermore, Wang demonstrated that language learners might struggle to achieve an authenticity of identity if their language competency cannot match their desired level of expression:…”

“…Investment and personal fulfillment played a significant role in the development of second language learning. As a result, "an awareness of achieving a sense of authenticity in identity construction is helpful to the students' self-understanding and emotional well-being" (Wang, 2021, p.16) Souto-Manning (2013 showed in her work with elementary school learners that learner identity is closely related to language learning. Language is a key source of linguistic identity that empowers a sense of belonging to a community mediated by the symbolic resource of language.…”