Examining the Impact of L2 English on L3 Selves: A Case Study

Autor/in	Henry, Alastair
Titel	Examining the Impact of L2 English on L3 Selves: A Case Study
Quelle	In: International Journal of Multilingualism, 8 (2011) 3, S.235-255 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
Schlagwörter	Self Concept; Multilingualism; Interviews; Foreign Countries; Case Studies; Secondary School Students; Spanish; French; Russian; Second Language Learning; English (Second Language); Swedish; Native Language; Phenomenology; Learning Motivation; Sweden + Suchen Sie Ihr Suchwort? Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Interviewing; Interviewtechnik; Ausland; Case study; Fallstudie; Case Study; Sekundarschüler; Spanisch; Französisch; Russisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schwedisch; Phenomenological psychology; Phänomenologie; Psychologie; Motivation for studies; Lernmotivation; Schweden
Abstract	In this Swedish case study of four upper secondary students engaged in simultaneous second language (L2; English) and third language (L3; Spanish, French and Russian) learning, a possible selves perspective was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n = 101). Semi-structured interviews were conducted using interpretive phenomenological analysis techniques. In analysing the data, Markus and Nurius' theory of the "working self-concept" was used to examine the components and processes active in cognition in L3 learning situations. The results indicate that for these individuals an L2 English self-concept can, in L3 learning situations, be an active constituent in the working self-concept and that it has a referential function. To offset the potentially negative effects of the incursion of the L2 English self-concept, some individuals recruited different forms of positive self-knowledge into the working self-concept. For one participant, the systematic referential effect of English was such that it became difficult to sustain a viable L3-speaking/using self. The results suggest that the inclusion of a working self-concept component in possible selves motivational research may be methodologically rewarding, particularly in multilingual settings and/or where contextual or process factors are in focus. (Contains 1 figure, 1 table and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10