The book "Identity and Language Learning: Gender, Ethnicity and Educational Change" by Bonny Norton explores the relationship between identity and language learning, particularly in the context of social and educational change. Norton argues that current theories of second language acquisition (SLA) have failed to adequately address the complex interplay between individual learners and the broader social context, including power dynamics and social structures. She critiques traditional SLA theories that often view learners as individuals with fixed attributes, independent of their social environment, and suggests that these theories do not account for the variability and complexity of language learning experiences. Norton's work is grounded in ethnographic research with five immigrant women learning English in Canada. She examines how these women navigate unequal power relations in their homes and workplaces, and how they create opportunities to practice English. Norton emphasizes the importance of understanding learners' investments in language learning and their evolving identities across time and space. She argues that language is not a neutral medium but a tool through which individuals construct and negotiate their sense of self and access to social networks. The book also discusses the implications of Norton's findings for pedagogy, curriculum, and teacher development, suggesting that a more nuanced understanding of identity and power can inform more effective language teaching practices. Norton's work contributes to a growing body of research that integrates sociolinguistic and discourse analytical perspectives into SLA, challenging the dominant paradigms and offering new directions for future research.The book "Identity and Language Learning: Gender, Ethnicity and Educational Change" by Bonny Norton explores the relationship between identity and language learning, particularly in the context of social and educational change. Norton argues that current theories of second language acquisition (SLA) have failed to adequately address the complex interplay between individual learners and the broader social context, including power dynamics and social structures. She critiques traditional SLA theories that often view learners as individuals with fixed attributes, independent of their social environment, and suggests that these theories do not account for the variability and complexity of language learning experiences. Norton's work is grounded in ethnographic research with five immigrant women learning English in Canada. She examines how these women navigate unequal power relations in their homes and workplaces, and how they create opportunities to practice English. Norton emphasizes the importance of understanding learners' investments in language learning and their evolving identities across time and space. She argues that language is not a neutral medium but a tool through which individuals construct and negotiate their sense of self and access to social networks. The book also discusses the implications of Norton's findings for pedagogy, curriculum, and teacher development, suggesting that a more nuanced understanding of identity and power can inform more effective language teaching practices. Norton's work contributes to a growing body of research that integrates sociolinguistic and discourse analytical perspectives into SLA, challenging the dominant paradigms and offering new directions for future research.