.png)
Our Second Language Ego is the story we tell ourselves about how ‘good’ we are at communicating in our second language, and this story is very important because it can have a great effect on our progress.
If you struggled in English class at school, you’ve possibly told yourself “I’m not good at languages”. Alternatively, if you’ve had mostly positive experiences learning languages, you may feel confident in your ability. These two opposing self beliefs can greatly impact learning and how we communicate in our second language.
Research has shown that language learning makes our ego particularly vulnerable and likely to self-sabotage, simply because every interaction can be felt as a “test” or demonstration of our ability. The fear of looking foolish in a social or professional scenario is a serious threat to our ego, which is why we often avoid situations that put us at risk of not feeling confident or prepared, like speaking on the phone, applying for certain jobs or going to a party full of native speakers. After all, it is through language that we show personality traits such as humour, compassion or strength, so it’s only natural to feel a little insecure when we are learning how to share our identity.
How can we cope with all this? Well, the very first step is to understand that these feelings are very common and, most importantly, they have nothing to do with our abilities. If you are learning something new, feeling a little insecure is part of the process and the fact that you “feel” insecure does not mean that you aren’t good enough.
In fact, just like our “regular” ego, our Second Language Ego can be boosted or bruised, inflated or deflated. Most learners know the joy of being complimented on their second language, and the horror of making a stupid or embarrassing mistake. This is the ego being boosted in the first instance, and bruised in the latter. The ego loves the praise, but protects itself from the criticism. Many of us take great pride in our second language persona and the idea of being exposed publicly can be very discouraging.
The best learners seem to be able to manage their second language ego. They take confidence and motivation from positive ego boosts, but are able to embrace being vulnerable and laugh at themselves and learn from mistakes. They continue taking the risks, and making the mistakes necessary to continue learning and improving.
Professor Carol Dweck (Stanford University) explains how a lot of this is related to our own mindset. If we have a 'fixed mindset', we may think that we cannot improve and that our English is as good as it is ever going to be. On the other hand, if we adopt a 'growth mindset' we will learn to perceive our mistakes as a challenge and that will trigger the motivation to keep learning, as well as help us in getting over the fear of making mistakes.
Second Language Ego and test taking
There is already a lot of pressure to be a competent English speaker and the IELTS exam is often one of the biggest hurdles for young professionals, academics, and of course immigrants, looking to take on the next stage of their lives.
Whether for immigration purposes or to meet academic requirements, test takers often find themselves hurriedly preparing for an exam that will ultimately have a huge impact on their lives. If this stress wasn’t enough, a lot of people are confronted with the shock that their preliminary band score is not as high as they expected when they begin preparing. This is where panic sets in and many people find anxiety and insecurity negatively affect their preparation for the exam.
It is important to remember that just like we have to make mistakes and be curious to learn a language, mastering an exam like IELTS also requires a humble and honest mindset. We all have to manage our ego, and just because you’re struggling to get the reading score you need, it doesn’t mean you’re bad at reading and won’t be able to improve. The ego tells us we are either better or worse than we truly are, and without an honest assessment of our needs, it is very difficult to make progress. The candidates who do best are usually the ones who approach the exam like any other learning journey, that will involve trial and error, and persistent hard work.
How can we manage our Second Language Ego?
Scholars like Guadalupe Valdés (Stanford University), Claire Kramsch (Berkley), Bonny Norton (University of British Columbia), and Merrill Swain (OISE) have offered insights and suggestions on managing second language ego or navigating the emotional and identity-related aspects of learning a new language. While their work focuses more on understanding the complexities of language ego and identity, their research indirectly offers guidance on how we can better manage these factors in the process of second language acquisition.
Here are some general pieces of advice inferred from their research:
1. Create a Supportive Environment:
Valdés and Norton emphasise the importance of a supportive and inclusive environment for language learners. Surrounding yourself with a supportive community of language speakers and learners can positively impact your language ego.
2. Recognize the Role of Identity:
Kramsch and Norton stress the significance of acknowledging and understanding the link between language learning and one's identity. Embrace the cultural and personal aspects of language learning to build a positive language identity.
3. Build Confidence and Take Risks:
Swain's work suggests that building confidence in using the second language involves taking risks and being willing to make mistakes. Embrace a growth mindset, seeing errors as part of the learning process.
4. Reflect on Language Learning Goals and Motivations:
Norton's concept of "investment" in language learning encourages individuals to reflect on their goals and motivations for learning a new language. Understanding why you want to learn a language can significantly impact your language ego.
5. Practice and Exposure:
All these scholars advocate for consistent practice and exposure to the language. Engaging regularly with the language, whether through conversation, reading, or cultural immersion, can help in developing a positive language ego.
While these scholars have not explicitly provided step-by-step guides for managing language ego, their research and insights offer valuable guidance on the emotional and identity-related aspects of language learning. Their work encourages learners to embrace their language identity, build confidence, and create a supportive environment for effective second language acquisition.
References
Hodge, V. D. (1978). Personality and Second Language Learning. Language in Education: Theory and Practice, No. 12.
Swain, M. (1995). Three functions of output in second language learning. Principles and practice in applied linguistics: Studies in honor of HG Widdowson, 125-144.