Multiple Identities as Reflected in English-Language Education: The Turkish Perspective

Abstract

Research on language and identity have generally been conducted inpredominantly English-language native speaker settings, and results haverevealed the language-learning process as a complex interplay of manyvariables in which social roles, relationships, and identities areconstantly reconstituted. This study investigates how prospectiveteachers of English approach the issues of foreign-language learning andchanging identities in an Islamic context, namely Turkey.