Weaving Webs of Connection: Empathy, Perspective Taking, and Students' Motivation

Autor/inn/en	Henry, Alastair; Thorsen, Cecilia
Titel	Weaving Webs of Connection: Empathy, Perspective Taking, and Students' Motivation
Quelle	In: Studies in Second Language Learning and Teaching, 9 (2019) 1, S.31-53 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Learning; Learning Motivation; Teacher Influence; Culturally Relevant Education; Empathy; Perspective Taking; Poetry; Student Motivation; Grade 9; English (Second Language); Second Language Instruction; Foreign Countries; Student Attitudes; Teacher Student Relationship; Secondary School Students; Language Teachers; Sweden + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Empathie; Zukunftsperspektive; Lyrik; Poesie; Schulische Motivation; School year 09; 9. Schuljahr; Schuljahr 09; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Language teacher; Sprachunterricht; Schweden
Abstract	L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students' interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students' in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01