Role of identity in learning language

Identity is one of the most interested field of study social science and humanities (Bendle,

2002) and the fields of education (Gee, 2000) and there is no exception .identity has so

tendencies to anything, learning, culture etc. “within this single term, questions of freedom and

determinism, agency and endurance, change and identity, the given and the created, come dimly

into focus”.

(Eagleton’s, 2000, p. 2).Eagleton by using this means something is constantly tension with

‘changing ‘can be concluded something physical; so, identity is so many tendencies which can

be elaborated (Eagleton’s , 2000, p. 3).

As identity is related to the social and historical .Thus, the learners are not only being

interacted with learning not only a linguistic system of signs and symbols; “it is also a complex

social practice in which the value and meaning ascribed to an utterance are determined in part by

value and meaning ascribed to the person who speaks. Likewise, how a language learner

interprets or constructs a written text requires an ongoing negotiation among historical

understanding, contemporary realties, and future desires”. Thus, we can conclude that language

learners maybe are not just learning a linguistic system, also they are learning diverse

sociocultural practices; so, there is a powerful relationship between culture and social on

language.

When a language learner asks, “who am I? How can social work interact with me? Is it about

mind to speak immanently or social work?” she is pondering to understand the intricate relation

between identities, language, and teach (Kaplan, 2002). So the teachers through identity with
learning, a learner of second language can better interact with language. Identity also can be

helpful for learning to impose reception on her interlocutor.

Recent research on language learning emphasizes the multiplicity of learners’ identities;

our research is mainly about the effect of race, gender and sexual orientation. Our research

doesn’t regard such identity categories as ‘variable’. There is a strong relation between race and

language learning and this article interested in relationship between race and language learning

for example African in south of America can better understand native language of African

continent also they might better associate with a teacher who is black (Ibrahim 1999; Lin et al.

2004; Curtis & Romney 2006; McKinney 2007; Kubota & Lin 2009). By gender , it doesn’t

mean just male/female , however , it might contains poor , wealthy, older and elder people but

through male/female , for example the girls learnt from a very young age but boys later

(Pavlenko et al. 2001; Norton &Pavlenko 2004; Sunderland 2004; Cameron 2006; Menard-

Warwick 2009; and Higgins 2010).

Is it a significant relation between language and society or just linguistic?

Mohammad Shams/ Alireza Ebrahimi