Identity and language choice: ‘We equals I’

This paper explores the construction of collective identity by students in an academic learning environment, and shows how such collective identity may hinder or slow down individual learning or what may be referred to as independent learning. To demonstrate this I draw on language as a tool used for the construction of identity, and for showcasing and defending identity. The goal of this paper is to draw the attention of students and educators to the role of non-linguistic variables such as identity in student learning, and particularly in learning in a second language.1