Theory and research on second language acquisition have long acknowledged the significant influence of learner identities––that is, how learners see themselves and are seen by others in relation to the target language and culture. Learner age has likewise been a central theme in second language acquisition research. These two important factors intersect in the case of adolescent language learners. Adolescence is regarded as a particularly malleable and difficult age in the development of social identity and conception of self, and even more potentially problematic for multilingual and multiethnic English learners. In this chapter, I first briefly outline current debates and cross-cultural research about adolescence as a unique developmental stage in identity development and suggest potential implications for English language learning. I then outline major strands of investigation on the role of social context and social identity in adolescent English language learning, including research in social psychology and
intercultural communication; research in social psychology, clinical psychology, and clinical health;
research in educational anthropology and sociology; and research on critical theory, cultural studies, and poststructuralism. The chapter concludes with a summary of current debates and directions for further research. |