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In English classroom， teachers emphasize oral English， listening skills， writing skills， but seldom of them would keep an eye on students’ identities. In this paper， I would like to take a position that internal power has great impact on L2 learners’ identity negotiation， which can help L2 learners to conquer the fear to speak English and avoid English disable.
Norton （2000） argued that interaction of target language is very important for L2 learners. Power， motivation， investment， gender， etc play important role on shaping L2 learners’ identity.
Internal power is a bridge between old identity and new identity， a tool to access external power. Some L2 learners complain that native speaker’s community or the people who speak fluent English cannot accept them. Those speakers are dominant in power that it is hard for L2 learners to access symbolic and material resources. It is true that owing external power can benefit L2 learners. However， L2 learner themselves is the key factor which determine whether they can get involve into a community or not. Language proficiency is not the only factor that determines whether a L2 learner should be accepted or not. Cervatiuc defined “the sum of their attributes， transferable skills， language spoken， professional expertise， life experiences， and their absolute worth as human beings independent of the social environment they live in” as internal power that no one can take them away. （Cervatiuc， 2009， p.267）The internal power can be a way to exchange external power. For example， a L2 learner who is good at cooking can exchange her cooking experience with other native speakers. Her cooking skills can be a ticket for her to get external power in a home party. If a L2 learner is outstanding in his professional field， he can also gain respect from the community who speak fluent English. “A focus on internal power/ internal locus of control may gradually lead to more external power.” （Cervatiuc， 2009， p.268） L2 learners are not the group that have no power in their hands. Internal power is a way for them to achieve their goals and gain employment in target language.
As an English teacher， it is necessary to help students to regard who they are properly. Because internal power is a weapon that students can use to ask more power， which is helpful to build up their confidence. In English classroom， it is important to help students to realize they have internal power which can help them avoid being English disable even after they step into society. Here is the implication for English teacher： encourage students especially those who are lack of language proficiency； help them to conquer the fear of speaking English， lead them to borrow external power for their eternal power by showing what they good at.
Reference：
Cervatiuc， A （2009） Identity， Good Language Learning， and Adult Immigrants in Canada Journal of Language， Identity， and Education， 254-271
Norton， B （2000） Language and Identity Pearson ESL
Norton （2000） argued that interaction of target language is very important for L2 learners. Power， motivation， investment， gender， etc play important role on shaping L2 learners’ identity.
Internal power is a bridge between old identity and new identity， a tool to access external power. Some L2 learners complain that native speaker’s community or the people who speak fluent English cannot accept them. Those speakers are dominant in power that it is hard for L2 learners to access symbolic and material resources. It is true that owing external power can benefit L2 learners. However， L2 learner themselves is the key factor which determine whether they can get involve into a community or not. Language proficiency is not the only factor that determines whether a L2 learner should be accepted or not. Cervatiuc defined “the sum of their attributes， transferable skills， language spoken， professional expertise， life experiences， and their absolute worth as human beings independent of the social environment they live in” as internal power that no one can take them away. （Cervatiuc， 2009， p.267）The internal power can be a way to exchange external power. For example， a L2 learner who is good at cooking can exchange her cooking experience with other native speakers. Her cooking skills can be a ticket for her to get external power in a home party. If a L2 learner is outstanding in his professional field， he can also gain respect from the community who speak fluent English. “A focus on internal power/ internal locus of control may gradually lead to more external power.” （Cervatiuc， 2009， p.268） L2 learners are not the group that have no power in their hands. Internal power is a way for them to achieve their goals and gain employment in target language.
As an English teacher， it is necessary to help students to regard who they are properly. Because internal power is a weapon that students can use to ask more power， which is helpful to build up their confidence. In English classroom， it is important to help students to realize they have internal power which can help them avoid being English disable even after they step into society. Here is the implication for English teacher： encourage students especially those who are lack of language proficiency； help them to conquer the fear of speaking English， lead them to borrow external power for their eternal power by showing what they good at.
Reference：
Cervatiuc， A （2009） Identity， Good Language Learning， and Adult Immigrants in Canada Journal of Language， Identity， and Education， 254-271
Norton， B （2000） Language and Identity Pearson ESL