Social epistemics for analyzing longitudinal language learner development Aki Siegel Rikkyo University Drawing on the notion of epistemic stance (Heritage 2013) and utilizing the analytical framework of Conversation Analysis, this study investigates the development of language learner identity from a longitudinal socio- interactional perspective and suggests an alternative perspective in analyzing L2 development. English as a lingua-franca interactions at a university dormitory in Japan were collected across 22 months between two participants with different L1s. Through the analysis of word search sequences, participants were found utilizing and managing claim of rights to the knowledge of language in constructing language expert or novice identities. Furthermore, these sequentially contingent positions were found negotiable and changeable, displaying learner identity and development as a co-constructed phenomenon. This study suggests social epistemics and identity as a framework for analyzing language learner development. Keywords: language learner development, epistemic stance, learner identity, conversation analysis Introduction Recent Conversation Analysis for Second Language Acquisition (CA-for- SLA) studies have demonstrated ways in which learner development could International Journal of Applied Linguistics ◆ Vol. •• ◆ No. •• ◆ 2013 © 2013 John Wiley & Sons Ltd doi: 10.1111/ijal.12052