This study discusses the relationship between Taiwanese adult learners' identity development and language curriculum, exploring how students (re)constructed their identities within the Taiwanese social context. Influenced by exam culture and educational credentialism, Taiwanese language education is mainly exam-oriented and teacher-centered. Foreign languages are seen as a route to job promotion rather than a channel of deep cultural understanding or a tool for inquiry and independent thinking. As a result, students fail to understand the essence of language learning and their roles in the learning process, which demotivates them. This phenomenon is also present in less commonly taught language classrooms in Taiwan. Focusing on Turkish language learners, this study investigated what social and educational meaning Turkish language had for students by analyzing the relationship between identity development and language acquisition. The study drew on investment theory and the concepts of habitus, cultural capital, and social capital for the theoretical framework. To help students exercise their agency, Exploratory Practice and the Deep Approach were used as the research methodology and language pedagogy, respectively. Both of these approaches empower learners and emphasize the student-oriented learning approach. Students selected learning modules design with the Deep Approach and had opportunities to interact with their peers and native speakers. Data sources included interviews, observations, video recordings, and students' project analyses. The results indicated that students constantly adjusted their roles in the learning process. They integrated language learning and cultural knowledge to develop their sensitivity to cultural and social issues. Moreover, they became accountable lifelong learners by cultivating multiple multiliteracies capabilities. Social interaction also reinforced students' self-awareness as Turkish learners and built solidarity and cohesion among the classmates.From the perspective of classroom dynamics, the study suggests that the hierarchy between language teachers and students should be dismantled and that learners need to take an independent role in making learning decisions. From the pedagogical perspective, the study also recommends that the integration of language learning and cultural issues can make students more engaged in terms of linguistic and cultural knowledge construction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]