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

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 s..