English Language Teaching and National Identity: Suggestions for Future Research

This article presents the argument that the intersection between a learner’s sense of their national identity and their language learning experiences deserves more focus in English language teaching research. Drawing upon insights from different disciplines such as political science and international relations, this theoretical article first contrasts the differing emphases that these disciplines have given to national identity in contrast with English language teaching. This article presents a justification for suggesting deeper research in the intersection of learner national identity and English language teaching based on the need for worthwhile research that can bridge the gap between the differing views presented by these disciplines. It suggests what further studies could be carried out specifically in the field of English language teaching research to expand our own understanding of the issue. This paper suggests that a learner’s perception of their national identity might have an impact on their learning. As such, further research into the topic is needed. Given the current high visibility of questions of national identity and nationhood in contemporary political discourse, this article argues that such research is pressing and necessary.