Investment and motivation in language learning: What's the difference?

The year 2020 marked the 25th since Bonny Norton published her influential TESOL Quarterly article, ‘Social identity, investment, and language learning’ (Norton Peirce, 1995) fifth we, Darvin (2015), co-authored ‘Identity a model of investment in applied linguistics’ Annual Review Applied Linguistics. From time Norton's 1995 piece was published, motivation have been conceptually imbricated often collocated, as they hold up two different lenses to investigate same reality: why learners choose learn an additional (L2). In our 2015 we made case that while it is important ask question, ‘Are students motivated language?’ equally productive ask, invested practices classroom or community?’ (Darvin & Norton, 2015, p. 37). We recognize relationship between teachers unequal, power shape these diverse ways. Teachers bring not only their personal histories knowledge, but also own worldviews assumptions (Darvin, 2015), which may align with those learners. Relations can be unequal. As Toohey (2011, 421) note: A learner highly motivated, nevertheless little given community, may, for example, racist, sexist, elitist, anti-immigrant, homophobic. Alternatively, learner's conception good teaching consistent teacher, compromising classroom. Thus, learner, despite being