Abstract
Little research has explored individuals’ multilingual selves when learning a language other than English (LOTE) in conflict-affected situations. Therefore, this qualitative study sought to understand the motivation and ultimate vision of a group of internally displaced Syrians learning Turkish as an L3 or L4 in Afrin on the Syrian-Turkish border. The data were collected from the participants’ written narratives and two subsequent rounds of individual online semi-structured interviews. The data suggest that the participants’ desire to learn Turkish ranged from the need to secure a job in Afrin to reasons associated with achieving their ideal selves by imagining themselves working/studying at a Turkish university and being integrated into the Turkish community in future. The participants were proactive agents, recognising that attending Turkish private tutoring courses with under-qualified tutors was not sufficient to improve their language proficiency. They capitalised on the availability of technology-mediated learning artefacts and the support of some informal actors. This qualitative study has pedagogical implications and provides further evidence of the need for SLA research to serve all multilingual people, not just the privileged, by conducing empirical studies in non-affluent geographies.