The personal world of the language learner examines the language learning experience from the perspective of language learners themselves. Throughout the book, Ros i Solé explores, from a humanistic point of view, the transformation and development of the self that occurs during the second language acquisition process. Comprised of eight chapters, the book follows a five-part structure: introduction, literature review, methods, findings, discussion and conclusions.
Chapter 1 begins by describing Ros i Solé’s own experience of language learning. She explains how she infused her life with English to construct her personal world. She also suggests that language learning should cultivate the development and transformation of learners, the self and multilingual identities.
Chapter 2 reviews historical and contemporary literature in the field of second language acquisition. Chapter 3 borrows from four schools of philosophical thought to illustrate the complexity of issues surrounding the development of the self and affective aspects of language learning. Chapters 2 and 3 jointly aim to provide an overview of existing literature, whilst also re-enforcing the author's central message: the ‘personal’ ought to be at the heart of second language acquisition (SLA) research.
After reviewing recent identity approaches in SLA, chapter 4 serves as a methodological guide to Ros i Solé’s new SLA paradigm which is focused around a ‘rhizomatic figuration’ approach to identity. Building on Kramsch's (2009) theory of identity in The Multilingual Subject (Oxford University Press), Ros i Solé implies that language learners construct their additional language identities subjectively and intersubjectively through non-linear paths.
Applying the methodology of the previous chapter practically, Chapter 5 explores the lifeworlds and Spracherleben (the lived experience of language) of language learners. The author examines data obtained from learners’ narratives, personal diaries and interviews. Chapter 6 deals with issues concerning identity construction and the affective and emotional dimensions of language learning by inspecting interview data from language learners. These chapters show clear road maps of how language learners construct their new figuration subjectively and intersubjectively.
Chapter 7 constitutes the discussion portion of the book and considers four different kinds of language learner experiences. In order to do so, the author draws on four traveling metaphors: the flâneur, the tourist, the pilgrim and the cosmopolitan.
Chapter 8 offers a summary and concludes the book by proposing a language learning arts manifesto. This sets forth exact ways of putting language learners’ personal perceptions and development at the center of language learning pedagogy.
In summary, this interdisciplinary book represents a valuable one, offering significant contributions to Applied Linguistics. This book sheds light on the inner world of language learners and has important implications for future research in artistic and humanistic language learning and teaching. It is not only an inspiring and thought provoking book for language educators and researchers, but also an interesting and accessible one for general readers.
