Language socialization experiences of Iranian EFL learners in Turkey

The aim of this qualitative multiple case study is to explore how Iranian learners socialize in an EFL context and how these experiences influence their second language (L2) identity construction. I investigated the interactions and socialization processes within multilingual English as a Foreign Language (EFL) classrooms, where English serves as both the target language and the medium of communication. The current study informed by language socialization (Schieffelin & Ochs, 1986; Duff, 2007) framework and the poststructuralist view of identity (Norton, 2000) focuses on the experiences of six EFL students in a preparatory school at a private university in Turkey. I employed background questionnaires, group interviews, semi-structured individual interviews, class observations and reflective journals as data collection instruments. The analysis of the findings revealed that the participants managed to socialize with their classmates in and outside of the classroom to varying degrees. They also reported significant challenges that impeded their socialization. Furthermore, only a few participants were observed to experience transformations in their identities. Implications of the study can provide important insights about the multilingual and multicultural environments of EFL contexts. Keywords: Language socialization, Learner identity, English as a foreign language (EFL)