Innovation in Language Learning

   This qualitative case study examines how learning a language can be a powerful tool for shaping identity, fostering belonging, and reconnecting with one's heritage. The research focuses on university students in the United States studying Hebrew, a less commonly taught language, and explores the identity factors that drive engagement beyond academic or professional goals. Using eight in-depth interviews, the study analyzes learner narratives through the lens of Dörnyei’s L2 Motivational Self System, Norton’s Identity Theory, and Oxford’s EMPATHICS model. The thematic analysis reveals that learning Hebrew is often a deeply personal and transformative experience, rooted in emotional connections, intergenerational connections, and a search for meaning. Some learners start studying the language for practical reasons, but slowly develop strong emotional attachments tied to their identity. Others see language learning as a way to connect with communities, religions, or family histories that feel out of reach. Many describe an envisioned future self where the language is integrated into their personal, cultural, or professional lives. These findings highlight the emotional and symbolic aspects of language learning, particularly in diaspora or heritage contexts, and suggest that motivation is not just about goals, but about values, relationships, and self-concept. The study contributes to the broader understanding of learner motivation and identity in second language acquisition and offers practical insights for educators designing inclusive and meaningful language programs across diverse linguistic and cultural settings.