In second language education, learners often face challenges related to sustaining motivation and negotiating their language identity, particularly in multilingual and multicultural contexts. While traditional methods focus on grammar, vocabulary, and fluency, innovative instructional strategies—such as task-based learning, technology integration, and culturally responsive pedagogy—are increasingly being explored to enhance engagement and identity affirmation. I am interested in understanding how these strategies can be designed and applied effectively to address both motivational barriers and the complex relationship between language proficiency and identity formation.