Identity in Second Language Learning: Theoretical Perspectives and Research Trends with an Emphasis on Chinese as a Second Language

Mengke Li

doi:10.71204/jhxdxz72

Authors

Mengke Li The University of Edinburgh Author

DOI:

https://doi.org/10.71204/jhxdxz72

Keywords:

SLA, Identity, Culture, Sociocultural Perspectives

Abstract

This paper critically reviews the conceptualisations of identity in the field of Second Language Acquisition (SLA), with particular attention to both psychological and poststructuralist sociocultural perspectives. Drawing on foundational and contemporary literature, the evolution of identity theories and their relevance to language learning, motivation, and self-construction have been reviewed. The analysis highlights how identity is shaped and reshaped through interaction with social, cultural, and linguistic environments across varied learner contexts, including migrant experiences, foreign language classrooms, and study-abroad programmes. A special focus is placed on learners of Chinese as a second or heritage language, revealing both shared and unique identity negotiation processes. While SLA identity research has expanded in scope, it remains limited by narrow theoretical approaches and insufficient attention to context-specific dynamics. This paper calls for more nuanced, longitudinal, and interdisciplinary investigations to capture the complexity of identity transformation in language learners.

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