Self and Identity in Adolescent Foreign Language Learning

<p>This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends) and that appear to impair their perceived competence and declared achievement in language learning. Furthermore this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy self-presentation impression management) developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self identity and language teaching and learning.</p>