Studying a foreign language at university level is a multifaceted project entailing constant identity formation as a foreign language user--and simultaneously as a plurilingual subject. As far as the second language (L2) learner is concerned, the language learning process can be seen as a construction of a new "third place" between the source language and the target language, as well as becoming a more and more integral part of the "community of practice" consisting of fellow students and target language users. This article describes the use of written narratives as a method of enhancing the development of each and every student's own individual third place, on the one hand between the source language and the target language and on the other hand at the temporal crossroads of the past, the present and the future.