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Multilingualism creates possibilities of personal growth, which influences the sense of self-esteem and self-identity. This paper reviews topics related to its impact on the activity of the individual. The relationship between L2 (understood both as a second and/or a foreign language, with a focus on learning English as a foreign language) linguistic achievement, motivation, intercultural competence, and the development of L2 identity depending on foreign language speaking skills are discussed. Some learners aspire to acquire a “bicultural” identity, which involves 2 versions of the learner: 1) a usually English-speaking, globally involved one, and 2) a local L1-speaking self. Therefore, classroom instruction should include teaching materials focused on the L2 culture, and respect students’ aspirations for personal development through foreign language education. Moreover, the students should have control over their own learning, which could be achieved by promoting oracy, studentcentred instruction and cooperative learning.

The role of motivation in learning foreign languages: towards a global self-identity – a literature analysis