This thesis examines the subjective definitions and experience of bilingualism of Finnish University students of English. Due to the participants’ exposure to English language and presumable high competence in the language, the students form an interesting group that has not yet been studied extensively.

The thesis answers three main questions: 1) how does the identification with language communities and the subjective feeling of bilingualism differ between the English major students who self-categorise themselves as bilinguals or non-bilinguals, 2) how does the perception of one’s own competence, formed identity and investment differ between the two groups, and 3) how do the subjective definitions of bilingualism differ between the two groups. The thesis discusses theoretical perspectives of identity, bilingualism and the acquisition of bilingual identities.

The data for the thesis were collected via questionnaire. The sample consisted of 208 respondents. The study employs mixed methods in the analysis. Differences were found in the group of bilinguals and non-bilinguals identification with language communities and subjective feeling of bilingualism. However, neither group identified strongly with native speakers of English. Less than half of both groups felt having achieved the highest possible competence level in English. Approximately half of both groups felt they had attained a language identity that is unlikely to change in the near future. Statistically significant difference remained between the groups, indicating that the group of bilinguals might have attained a more stable stage of language identity. The qualitative analysis of the data revealed that the participants who do not consider themselves bilinguals would describe bilingualism as a state where two languages are acquired simultaneously in early childhood and therefore the language competences in both languages are native-like. The participants who consider themselves bilinguals, on the other hand, would describe bilingualism as the ability to communicate and use two or more languages creatively and to be able to express emotions and abstract ideas effectively in the languages. The results of this study provide information about the subjective and situational nature of language identity and bilingualism.

Further research could be conducted on how age differences or number of study years affect the subjective feeling of bilingualism. Also, studying individuals with different educational or language backgrounds would provide more insights to bilingualism and the acquisition process of language identities.