Searching for Affirmation: Relationships Between Ethnic Identity and Language

Despite proposed links between social context and language acquisition (Bialystok, 2007; Hoff, 2008), few studies have explored the role of ethnicity on second language (L2) learning motivation. The present study addresses this issue by investigating the role that the strength of one's ethnic identity plays in the pursuit of an L2. Participants were German language learners who completed a battery of surveys to assess their language histories, the strength of their ethnic identities, and their German language proficiency before participating in a semi-structured interview. Results suggest that students who feel less strongly connected to their ethnic identity are likely to study longer than their more affirmed peers. It was concluded that although integrative and instrumental orientations play a strong role in L2 motivation, effects of ethnic identity are also important