Learner-Environment Adaptations in Multiple Language Learning: Casing the Ideal Multilingual Self as a System Functioning in Context

Autor/in	Henry, Alastair
Titel	Learner-Environment Adaptations in Multiple Language Learning: Casing the Ideal Multilingual Self as a System Functioning in Context
Quelle	In: International Journal of Multilingualism, 20 (2023) 2, S.97-114 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1798969
Schlagwörter	Self Concept; Multilingualism; Learning Motivation; Second Language Learning; Correlation; Secondary School Students; Foreign Countries; Educational Environment; Second Language Instruction; Student Attitudes; English (Second Language); School Policy; Systems Approach; Sweden + Suchen Sie Ihr Suchwort? Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Korrelation; Sekundarschüler; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fremdsprachenunterricht; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Schulpolitik; Systemischer Ansatz; Schweden
Abstract	Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from interactions between the motivation systems of different languages. Motivational systems and their emergent properties are also influenced by the contexts in which acquisition takes place. In this interview-based study in a Swedish secondary school setting, the ideal multilingual self is explored as 'a system functioning in context'. Focusing on the ways in which multilingual identities and the social contexts of multilingualism co-evolve, analyses show how the school environment shapes and is shaped by emergent identities. The importance of multi-scalar designs is highlighted, and the contribution of motivation research to sustainable multilingual education is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01