Identity construction in literacy practices in L2: A case study if three Korean graduate students in a TESOL program

The in-depth, longitudinal study described here contributes to the emerging discussion on TESOL by reporting on the experiences of three Korean students in an American graduate program. I first present a conceptual framework and describe my research methodology for this study. I next present my findings, focusing on how participants’ identities were imposed as well as chosen through the acquisition of academic literacy in the L2. I conclude with the theoretical and methodological implications of these findings