Reconceptualising 'identity slippage': additional language learning and (L2) identity development

摘要

This paper reconsiders the theoretical concept of 'identity slippage' by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identify slippage, I have used the work of the systemic-functional linguist Jay Lemke and the educational linguist James Paul Gee as well as using the guiding principle of semogenesis. It is suggested that the three interrelated frames of correctness, norms, and conformity need to be accounted for in a discussion of how learning an additional language impacts of identity development.