This book addresses translingual identities through an innovative multimodal analysis of the
language learning histories of a class of advanced learners of English in Japan who grew up
between two or more languages. The author explores both the translingual experiences of those
in the classroom and how they use language and gesture when describing their experiences to
each other. This approach uses three perspectives: it looks at the worlds and identities the
interviewees construct for themselves at their interpersonal communication and at the way
they frame their experience. Finally it offers some lessons based on the observations of the
class which reveal the values they share and the key to their success as language learners. It
will appeal to applied linguistic and educational researchers particularly those with an
interest in narrative approaches to exploring educational contexts as well as language
educators and policy makers interested in gaining a learner perspectiveon language learning.
