Resumes and job postings as cognitive tools for narrating Anglophone language learners’ multilingual–professional identities and trajectories in career advising appointments

Empirical research on the relationship between language learners’ (LLs’) multilingual and professional development has remained scant in conversations surrounding LLs’ sustained engagement with a target (TL) beyond higher education. To address this gap, article examines co-construction of US collegiate multilingual–professional identities trajectories career advising appointments where is cast as measurable, marketable skill resumes job postings. Data include six audio-recorded, transcribed 20-minute post-advising interviews LLs three non-English TLs. Through theoretical lens figured worlds, thematic narrative analyses jointly demonstrate how postings function cognitive tools that prompt to develop stances toward their willingness preparedness use TL settings. Such are associated various manifestations linguistic insecurity when presented technical those artifacts. Yet, analysis shows work advisors narratively position themselves relation “objective” proficiency descriptors ideological bi–monolingual positions employment along trajectories. Implications for strengthening capacity translate classroom learning participation personally relevant communities discussed.