Affiliation:
1. Independent Researcher, USA
Abstract
Through autoethnography, the author narrates and reflects on episodes from his bilingual life as an English language learner and itinerant teacher in Jordan, the author's home country, as well as in the U.S. and Canada. This chapter aims to emphasize how access to the second language culture and media during childhood and adulthood has shaped the author's L2 identity and teaching practices. The reflection on the author's past experiences points to the influence of emotions and emotional investment in the L2 culture and media, such as song lyrics, literature, and digital games, on the author's motivation as a learner and teaching philosophy as a professional educator. Understanding the links between bilingual learning experiences and identity formation can promote a stronger understanding of how L2 identities are shaped, thus underlining the necessity of developing professional identities with perceptions that go beyond ordinary practices in second language teaching.
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