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.456-475 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henry, Alastair)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818795976
Schlagwörter	Learning Motivation; Teaching Methods; Second Language Learning; Second Language Instruction; Case Studies; Learning Activities; Instructional Design; Learner Engagement; Foreign Countries; Self Concept; Student Interests; Study Abroad; Imagination; Secondary School Students; English (Second Language); Electronic Publishing; Travel; Discourse Analysis; Sweden + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Lernaktivität; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Selbstkonzept; Studieninteresse; Studies abroad; Auslandsstudium; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Elektronisches Publizieren; Travelling; Reisen; Reise; Diskursanalyse; 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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01