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In this Swedish case study of four upper secondary students engaged in simultaneous second language (L2; English) and third language (L3; Spanish, French and Russian) learning, a possible selves perspective was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using interpretive phenomenological analysis techniques. In analysing the data, Markus and Nurius’ theory of the working self-concept was used to examine the components and processes active in cognition in L3 learning situations. The results indicate that for these individuals an L2 English self-concept can, in L3 learning situations, be an active constituent in the working self-concept and that it has a referential function. To offset the potentially negative effects of the incursion of the L2 English self-concept, some individuals recruited different forms of positive self-knowledge into the working self-concept. For one participant, the systematic referential effect of English was such that it became difficult to sustain a viable L3-speaking/using self. The results suggest that the inclusion of a working self-concept component in possible selves motivational research may be methodologically rewarding, particularly in multilingual settings and/or where contextual or process factors are in focus.
