Bridging Passion and Profession: Supporting Agency and Investment in Multilingual University Writers

Autor/inn/en	Harrison, Marlen; Uusipaikka, Maiju; Karinen, Annika; Räsänen, Tanja; Raitala, Diana; Ellonen, Reetta; Huumonen, Hanna; Tuomela, Otto
Titel	Bridging Passion and Profession: Supporting Agency and Investment in Multilingual University Writers
Quelle	In: Language Learning in Higher Education, 3 (2013) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2013-0001
Schlagwörter	Multilingualism; Second Language Learning; Writing (Composition); Writing Skills; Communication Skills; Student Projects; College Students; Student Research; Teaching Methods; Learner Engagement; Interdisciplinary Approach; Academic Discourse; Foreign Countries; Professional Identity; English (Second Language); Writing Assignments; Student Attitudes; Personal Narratives; Finland + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Schreibübung; Writing skill; Schreibfertigkeit; Kommunikationsstil; Schulprojekt; Collegestudent; Studentenforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Discourse; Diskurs; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Erlebniserzählung; Finnland
Abstract	Throughout the last two decades, scholarship discussing learner development and autonomy has expanded from viewing the learner as one who possesses intrinsic or extrinsic motivation to a performer who to varying degrees invests as an agent in the learning process, particularly when able to pursue her or his passions. With this expansion in mind, the authors sought to look back at the trajectory of their experiences in a second language communication and composition course in order to more deeply understand the roles of agency and investment in their own and fellow classmates' learning. As such, this research examines the role of project-based learning activities that attempt to bridge the learners' personal passions and professional interests. Seven student-researchers reported via written narrative how such a bridging approach in the multilingual writing environment supported learner investment and agency. Student responses speak to the need for a stronger sense of connection among their disciplinary studies, personal interests, and even instructors, and highlight the ways in which investment and agency are associated with ideas about learner affect, learner identity, learner autonomy and language acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01