Despite rapid development of learning theory in general and language learning theory in particular in the last years, we still can not provide an unequivocal answer on the question “why do individuals who presumably possess similar cognitive capacities for second language learning achieve such varied degrees of proficiency?” (Benson, Nunan, 2005, 1). For the unequivocal answer does not exist. Learning is an extremely complex multidimensional process that happens differently for everyone.

The aim of this paper is to present a research method that allow researchers making an insight in unique, practical, emotional and symbolic life of the individuals in the concrete historical context (Kramsch, 2009), that is used in the research project “Transformative learning spaces – learning to learn through languages” to collect the data for work with the new perspectives on learning (Brooks etc., 2012).

Inspired by Claire Kramsch´ work on ”The Multilingual Subject” (2009) and Phil Bensons and David Nunans “Learners´ stories. Difference and Diversity in Language Learning” (2004), a pilot study has been conducted at Aarhus University in the years 2011-2013. The aim of the pilot study was to find out how learner´ stories can be used in modeling a transformative learning space – physical and virtual, emotional and cognitive, individual and social space for learning where everyone has a possibility to learn in his or her own way (Maslo, 2003, 2011).

Three learners´ stories will be presented and analyzed in the paper. 

Benson, P. & D. Nunan (2004). Lerners´ stories. Difference and Diversity in Language Learning. Cambridge University Press. Brooks, R., Fuller, A., & Waters, J. L. (2012). Changing spaces of education: new perspectives on the nature of learning. New York, NY: Routledge. Kramsch, C. (2009). The Multilingual Subject. What Foreign Language Learners Say about their Experience and Why it Matters. Oxford University Press. Maslo, E. (2003) Mācīšanās spēju pilnveide. Rīga: RaKa. Maslo, E. (2011) Flersprogethed - det handler om at skabe rum for læring. Sprogforum. Tidsskrift for sprog- og kulturpædagogik, 51, 32-38.