Multilingual identity in education

The inextricable and interdependent link between language and identity has long been acknowledged (e.g. Joseph 2004; Norton 2000). Language is, after all, the means through which we identify ourselves and are, in turn, identified by others. Yet, we live in an increasingly multilingual world where many individuals have multiple languages in their repertoire. It is important to note that we use the term ‘multilingual’ here in its broadest sense, to include learners who have knowledge of more than one language, regardless of their level of proficiency in their languages or how they were acquired; we include not only spoken languages, but also non-verbal forms of communication such as sign languages. Our position is that each language that is part of an individual’s repertoire may influence the nature of their identity negotiation in important ways. However, this raises significant questions about the relationship between multilingualism and identity and, in particular, the influence that this may have on language learning in a range of different contexts. For example: How do we conceptualise and research multilingual identity? How does multilingual identity intersect with other key constructs from the field of language learning, such as language beliefs and motivation, language emotions and intercultural understanding? What are its intersections with psychological constructs such as memory, and how are our memories and multilingual identities shaped by our social and cultural experiences? How can a better understanding of multilingual identity extend our existing knowledge of language learning and enhance language pedagogy? These are just some of the questions at the heart of this special issue. Work on identity within the fields of second language education and applied linguistics has flourished since Norton’s (1995, 2000) seminal work on identity and language learning published over two decades ago. At the time of writing this introduction (early 2021), we conducted a search for the key terms ‘multilingual(ism)’ and ‘identity’ in theonlinedatabase Scopus. This revealed 1,871 resultswhere these terms were included in the title, abstract or keywords of publications, just under a quarter of which were published in the past two years. This provides an indication of the sustained and growing interest in the topic from scholars around the world. Related topics also formed the focus of a special issue of the International Journal of Bilingual Education and Bilingualism on bi/multilingual identity in South Africa, edited by van der Walt (2014), and a special issue of the International Multilingual Research Journal on borderland negotiations of identity in language education edited by Yazan, Rudolph and Fuad Selvi (2019). In addition, in September 2019, a high-profile conference entitledMultilingualism and Identity: Interdisciplinary Perspectives was held at the University of Cambridge and brought together researchers in applied linguistics, sociolinguistics,modern languages and education studies with the aim of creating new synergies. A book of the same name, edited by Wendy AyresBennett and Linda Fisher (Forthcoming) is to be published by Cambridge University Press. It is clear, therefore, that research on multilingualism and identity is thriving and continues to inform language learning and education in innovative ways. The aim of this special issue is, therefore, to contribute to this growing body ofwork by bringing together scholars from around theworld to reflect on and extend our theoretical, methodological and pedagogical understanding of multilingual identity.