ABSTRACT
Recent scholarly work that has explored the effects of the global spread of English and contemporary developments in the learning, use and research of Englishes globally have greatly informed conceptualizations of the English language, foreign language learning and the identities of English speakers. The present chapter contributes to this agenda and research focus by problematizing extant definitions of key constructs in the field of applied linguistics. The first three parts draw on the theoretical framework and findings of the study presented in this book to revisit and rethink understandings of the English language, language learner/user identity and language proficiency in pedagogy and research, while the last section hones in on research approaches and the researcher role in particular. It brings to the fore key issues related to English learning today, such as class content and language examinations, and makes explicit recommendations for research on English language learners in global contexts today.
