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A number of theories have arisen regarding the learning of a second language. However, most studies in this area have been carried out in contexts of English as a second language (Norton, 2000, Bernstein, 1993) ( e,g Puerto Rico) and not  English as a foreign language (Chile) .

 Interestingly, Chile has had an important influx of immigrants, among them, some coming from countries in which Spanish is not spoken and whose first language is Creole (a mix between French and African language) and some whose first language is Arabic, which does not only sound very different but is written differently. Additionally, many of these people have arrived with their whole family. Today, there are more than 50,000 foreign people under 18 years old.

This study seeks to explore the perception foreign children coming from considerably different backgrounds feel about learning English in a country where English is not spoken.

What evidence is there of how these children are “invested” (Norton, 2000) in learning the English language? How is their identity affected learning a foreign language?

With regards to methodology, this research will use mixed methods and will have participant observation over 10 sessions (10 weeks). Data will be collected via semi-structured interviews to the children, teacher and one of the parents, and surveys that will be administered after classes on the premises of the school.