Now, I am investigating how L2 learners in a local, multilingual educational institution negotiate their identities. The institution is multilingual in terms of having thousands of students from diverse linguistic repertoires and providing them with ample opportunities of linguistic experiences.
Moreover, the institution urges the students to use different languages in different domains respectively. It aims to preserve local languages as well as improve students’ proficiency in foreign languages. First, it urges the students to speak English and Arabic in the daily communications with their counterpart. It is believed that this strategy can help them improve their proficiency in both languages. However, in certain formal occasions such as meetings, lectures, and teachings, bahasa Indonesia – which is their national language – is used to make sure that the student can understand the messages conveyed. In certain cases, where books on religious teaching are taught, bahasa Sunda, the vernacular language of the locals, is used to translate the meaning of the Arabic scriptures. In addition, some students also learn German as an extra foreign language students can choose.
This complex language repertoire needs a thorough investigation on how the learners construct their identities in such a multilingual environment. In this case, my research finds its relevance to reveal certain questions about identity negotiation where the students are given certain language choices. In the end of the research, it is expected that this research can give us insights on the relationship between second language learning and identity negotiation in a complex multilingual environment. []
syahruzzaky 