Discourse and Learner Identity: Representations, Negotiation and Shift in a Saudi EFL Context

Abstract

Identity research, L2 learner identity included, has of late, witnessed an unprecedented surge. Changes in the concepts of 'language" "community", and the "individual" “competence”, have all influenced researching identities, leading ultimately to them perceived as "complex", "multi-faceted", "dynamic", "varied", "changing",  "fluid", "re/constructed" and "negotiated" phenomena. This study attempts to explore identities in the context of a Saudi Arabian college. In particular, the complexities, idiosyncrasies and potentialities of a group of 8 high-achieving EFL learners were thoroughly probed cross a period of four to six years. Instances of manifestations, construction, negotiation, and shift were probed.  The mixed data collected and analysed subsumed a variety of observation sheets, semi-structured interviews, and informal talk and some verbal introspections included largely within the body of interviews. Some four nonnative multilingual instructors were likewise interviewed to help enrich the journey into these participants' L2 selves. Findings suggest the existence of subtle ways of construction, manifestation, negotiation and shift among the participants. The discussion reveals interesting instances of L2/self facets, third spaces, idiosyncrasies (self-definition and reflection problems, self-talk, etc.), complex L1-L2 relationship (languaging and reversed transfer supporting Cook's Multicompetence), etc. Empowerment of nonnative multilingual is further suggested in the discussion building on the conversation and interviews with several of them working in the context investigated alongside the data from students.