Language Learning Motivation and Projected Desire: An Interview Study with Parents of Young Language Learners

Autor/inn/en	Van Mensel, Luk; Deconinck, Julie
Titel	Language Learning Motivation and Projected Desire: An Interview Study with Parents of Young Language Learners
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 5, S.535-550 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Mensel, Luk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1272543
Schlagwörter	Learning Motivation; Bilingualism; Multilingualism; Language Attitudes; Self Concept; Second Language Learning; Foreign Countries; Parent Attitudes; Parent Child Relationship; French; Indo European Languages; Language of Instruction; Turkish; Afro Asiatic Languages; Employment Opportunities; Language Usage; Psychological Patterns; Parent Aspiration; Belgium + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Sprachverhalten; Selbstkonzept; Zweitsprachenerwerb; Ausland; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Französisch; Indoeuropäisch; Teaching language; Unterrichtssprache; Türkisch; Berufschance; Beschäftigungschance; Sprachgebrauch; Elternwille; Belgien
Abstract	Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfilment. This paper takes two different theoretical frameworks as points of departure (Dörnyei's 'L2 Motivational Self System' and Kramsch's 'desire in language'), but it looks at the motivation/desire of the parents of young language learners, rather than at the learners themselves. Based on in-depth interviews about language and identity with nine parents of various linguistic and social backgrounds in Brussels (Belgium), the data reveal that these parents frequently had vivid mental images of what their multilingual children could achieve in the future (in contrast to their own 'monolingual' achievements). Additionally, they imagined their children having future access to a range of identity options thanks to this multilingual education. In this way, we show that 'desire in language' is not limited to the construction of an inwardly generated identity; it can also be projected outwardly onto other individuals, in this case by parents onto their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01