Development of theories concerning social identity and language learning is explored, and ways in which English as a Second Language (ESL) teachers can support students in this process are discussed. During the 1980s and 1990s, emphasis in research on language learning shifted to its social context. Theorists have begun to find the focus on motivation to be inadequate in addressing how language and social context are related, and the concept of investment in the target language has emerged as a complement to motivation theories, by helping explain the complex dynamic relationship between the learner and the social world. Further research in this vein, particularly concerning immigrants learning English, has looked at re-creation of individual identity through discourse. Teachers can support the process of identity re-creation in the classroom using a variety of techniques, including individual student portfolio writing, dialogue journal writing, large-group discussion, small-group conversations, improvisational dialogues, and bringing public discourse into the classroom setting through discussion of news reports and articles on immigration. These can help learners become more conscious of the process of change in their lives and give them means for participation. (Contains 16 references). (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)