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Anxiety and Identity in the Language Classroom

University of Western Cape, cstroud{at}uwc.ac.za

Lionel Wee

National University of Singapore, ellweeha{at}nus.edu.sg

While ELT has long recognized the need to address student anxiety in language learning situations, it has all too often assumed that such anxiety is primarily competence-based. Consequently, there has been insufficient recognition of the fact that identity-based anxiety, too, can have significant effects on language learning in the classroom. In this paper, we discuss some examples of identity-based anxiety, and argue that it requires a different approach to language teaching. We propose one such possible approach, which we call ‘double-crossing’.

Key Words: Adolescents • crossing • identity • language learning • literacy • peer orientation

RELC Journal, Vol. 37, No. 3, 299-307 (2006)
DOI: 10.1177/0033688206071311


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