In this study, I designed a didactic tool for teachers’ analysis of second language speakers’ repertoire exchange strategies. The purpose of the study was to design, investigate and evaluate a didactic tool to identify second language speakers' motivation for changing repertoire and offer teachers an opportunity for analysis. Since all teaching in Swedish schools must be permeated by individualization and inclusion, teachers need tools that help to characterize and identify the students' needs. The motive for developing such a tool was the possibility of being able to identify second language speakers' motivation for changing repertoire, which may give the second language teacher guidance in the didactic choices on which the teaching is based. The intention was also that the didactic tool would be able to make linguistic varieties and the ability to repertoire change visible to the second language speakers themselves. Thus, creating an understanding for expanding repertoire change strategies and developing both repertoire and identity flexibility, provides second language speakers with an opportunity to actively choose linguistic variety, and correlating with this, the type of identity they want to interact with in various contexts. Two separate motivational theories about possible L2 [second language] selves (Dörnyei) and rationales for learning (Mellin-Olsen) were used for construction and analysis. The result shows that it is possible to create a didactic tool through theoretical construction, testing on students, modification and verification on students. The didactic tool makes it possible for second language teachers to identify the students "individual L2 selves, as well as identify which type of motivation motivates each second language speaker and whether repertoire alternates between standard Swedish and multiethnic language varieties. This characterization of linguistic behaviours makes it possible for teachers to make didactic choices that strengthen the individual's ability to choose between repertoires as well as identities, and to make students aware of how usage of repertoire strategies may include them in different groups and societies.