Disaffection and agentic engagement: 'Redesigning' activities to enable authentic self-expression.

Autor/inn/en	Henry, Alastair; Thorsen, Cecilia
Titel	Disaffection and agentic engagement: 'Redesigning' activities to enable authentic self-expression.
Quelle	In: Language teaching research, 24 (2020) 4, S. 456-475Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688; 1477-0954
Schlagwörter	Fallstudie; Affektives Lernen; Motivation; Unterrichtsstunde; Fremdsprachenunterricht; Englischunterricht; Schweden
Abstract	Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterize negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity's demands. In conceptualizing negative responses at the activity level, disaffection - the negative face of engagement - is a construct of central importance. Drawing on data from a large-scale ethnographic project in secondary English classrooms in Sweden, in this exploratory case study disaffection (Skinner, 2016) is examined in the context of two language developing activities. Analyses reveal that disaffection can transform into active engagement, and that when called upon to perform an inauthentic identity, students can 'redesign' activities in ways that enable them to act authentically. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2