The Development of L2 Selves Among Chinese Early Adolescent Learners of English in Student‐ and Teacher‐Centred Contexts: A Person‐in‐Context Relational View

ABSTRACT In language education, student‐centred instruction is often promoted as beneficial for learners. However, in Confucian heritage contexts, teacher‐centred methods remain prevalent at all educational levels. This raises questions about how learners develop their second language (L2) selves within these contrasting instructional approaches. Given the relative lack of attention to early adolescent language learners’ L2 selves, this study examines the process by which these learners develop their L2 selves in a student‐ and a teacher‐centred instructional settings over one academic year. Through an analysis of L2 self‐image, classroom observations, and interviews, the study yielded two contrasting results about student‐centred and teacher‐centred instructions. In the teacher‐centred context, the teacher's authority limited students’ agency by imposing standards that dictated how their L2 selves were evaluated and developed. In comparison, in the student‐centred context, students were empowered to engage in a supportive environment that fostered their L2 selves, particularly in developing communicative competence. Nevertheless, Confucian norms of respecting authority and avoiding confrontation may still restrict the formation of ideal L2 selves, even in student‐centred contexts. The study discusses the implication for conceptualising the actual L2 self and ways to develop learners’ L2 selves in student‐ and teacher‐centred contexts.