Abstract: Through the lens of interactional competence, this case study explores how two LGBTQ+ Spanish L2 learners, Drew and Avery, co-constructed identities, including their gender and sexual identities, during study abroad. Data for the qualitative analysis included conversations between the participants and their host families, which were analyzed, revealing how identity was co-constructed in conversation. Key findings include: (a) Drew and Avery actively co-constructed and projected multiple identities (e.g., traveler, socially conscious individual); (b) their identities, including gender and sexual identities, were contextually shaped and supported through linguistic and interactional resources; and (c) advanced L2 proficiency enabled participants to assert their identities and reject imposed identities through the strategic use of interactional and linguistic resources. The study concludes with possible considerations for SA program organizers and language practitioners.
C. Cecilia Tocaimaza-Hatch (2026) studied this question.