Investigating a Language Learner Identity in the International Baccalaureate Diploma Programme

This localized, classroom-based, qualitative ethnographic study, conducted during 2019-2021 at a foreign national, English-medium high school in Türkiye investigates the development of language learner identity English courses International Baccalaureate Diploma Programme. The target population is mixed-gender students enrolled In entrance and exit course surveys, disclosed their views about themselves as learners, impressions assumptions, tacit explicit teacher expectations, reactions to syllabus perceived progress. Each these factors had significant but not equal impact on choice study A: Literature Language, either standard level or higher B: Language Acquisition level. extent aligned policies seen through student survey responses instructors’ anecdotal commentary. A can be develop within context program experience improvement skills, make shifts perspectives, interact with others environment. begins fill gap related Programme may interest teachers, coordinators, policymakers