Identity and near-native second language proficiency : what happens to the identity of the exceptional language learner?

Abstract

The aim of this paper is to discuss the concept of identity and its relationship to language proficiency. In particular, the question of an influence on an individual’s identity through near-native L2 proficiency will be investigated. This includes the factor of age of language acquisition and the “Critical Period Hypothesis (CPH)” also referred to as “sensitive period” or “age effects” in recent years. Furthermore, the development of deep emotional bonds to an L2 and the L2 community is discussed, leading to the concept of identity and its use in applied linguistics. The paper concludes that defining the concept of identity based solely on language is not fruitful. Rather, it leads to further terminological confusion, as does equating identity with social roles. This suggests for a concept of identity that is defined independently of the languages an individual is able to understand and speak, bearing in mind, that languages may influence an individual’s self-concept as much as social roles and the living environment.