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In the 21 st century, there has been a growing recognition in the field of English language teaching (ELT) that language learners’ multiple identities have a considerable impact on the process of language learning as learning environments have become linguistically and culturally diverse more than ever (MenardWarwick, 2005). What is more, patterns of communication are changing. A growing number of education professionals admit that classroom practices, teaching and learning have been dramatically affected by the use of new technologies. There is a reconfiguration between changing modes of communication and our social world. Thus, language users are getting involved in digital networks. In light of these changes, today, the concept of identity is considered to be an important issue in exploring the processes involved in second language acquisition (SLA). In a similar vein, that comes to mean that learning a new language can have an impact on the identities of its users.
Research in the field has brought along different perspectives on identity, but one common understanding is the understanding of identity as diverse, contradictory, dynamic, multiple and decentered. In alignment with socioconstructionist and poststructural approach, this book attempts to investigate how language learner identities of students and negotiation within teacher-learner, learnerteacher and learner-learner interactions are constructed in classroom writing and social media environments. As the author of this book, I deeply attest to the desire that schools need to become places where students discover their identities and feel that a unique identity is an asset to them and to the world. Schools should become sites of creativity, joy and freedom of expression so that students can own their identities with pride and persistence. Critical thought, different competences, inquiry and explorations should not be abandoned in favor of test scores, massive paperwork and rigid rules. Teachers should never forget that students come to school with multiple identities, and promoting equitable social, emotional and academic development of students is one of their priorities.