ABSTRACT
This chapter discusses the power relations between the English language and learners in terms of affective love-hate relations. Also the social, mental and educational paradigms in which the learners are immersed are analysed alongside the constructs of learner identity, possible selves and role conflict. The chapter discusses the general features of an ordinary learner in second language acquisition and those of low proficiency learners in South Asia. The quality of English language teaching during schooling, and the power play between the ‘representatives’ of English as the former colonial master’s language and the rural/semi-rural masses, affects English language learning in South Asia. Learner identity, possible selves and the language acquisition stages are used to better understand the learners’ problem with a lack of confidence to speak English and how that lack of confidence seems to project its effects into English language learning in general.
