The Chinese corner as an ecological space for multilingual identity development

Abstract Sociocultural theories of Second Language Acquisition argue that language is not merely a tool for communication, but also a symbolic expression of social and cultural identity, particularly in the increasingly multilingual contexts where foreign language learners now find themselves. While much research has explored the development of multilingual identities among learners in various language programs, little has investigated the role that a carefully designed multilingual community plays in the long‐term identity development of foreign students. This study investigates how learners of Chinese as a Second Language (CSL) develop their multilingual identities within the collaborative “Chinese Corner” community. Drawing on an ecological perspective of language learning, the research examines how learners from diverse cultural backgrounds engage with each other and construct their identities within this community. Findings show that students actively reframe their personal stories, collaborate on each other's stories and contribute to a new imagined vision of themselves. The study highlights the role of the Chinese Corner as an ecological language space in fostering multicultural awareness and identity construction among CSL students.