Tables and Figures; 1 Introduction; 2 Self and Identity in Adolescence: A Relational Perspective; 3 Self and Identity in Foreign Language Learning; 4 A Quadripolar Model of Identity in Adolescent Foreign Language Learning; 5 Participants' Self Systems in Four Relational Contexts; 6 Self Perceptions and Identity Display in Learning English as a Foreign Language; 7 Of Students and Teachers; 8 Drawing the Line: Evaluation and Implications; Appendix A: The L2 Quadripolar Identity Questionnaire; Appendix B: The L2 Quadripolar Identity Questionnaire with Item Numbers
Appendix C: Questionnaire Scales with Item NumbersAppendix D: Interview Guide -- Themes Covered, with Examples of Questions and Prompts; Appendix E: Self System Graphical Representations and Vignettes; Appendix F: Interviewee Profiles; Glossary; References; Subject Index; Author Index; Country Index
Summary
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
