Much like second language learners’ varying identities, L2 identity research is varied and vast, encompassing two principal theories: structuralist and poststructuralist (Norton, 2010).  In structuralist theory, the linguistic system is formalized or conventionalized as the written grammar of the standard variety of the language, acting as an authority on meaning in words: linguistic communities are viewed as homogenous.  Poststructuralist theory looks from the perspective of language as discourse and linguistic communities are viewed as heterogeneous with identities being both used in practice and received.  More recent research has shown the learning context can be improved by closely looking at the relationship between these perspectives (Norton, 2010; Norton & Toohey, 2011).  Language learner identities are constructed through actual language used within the social world (Bucholtz & Hall, 2008).