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Henry, A. & MacIntyre, P. D. (2024). Willingness to Communicate, Multilingualism and Interactions in Community Contexts. Multilingual Matters
Öppna denna publikation i ny flik eller fönster >>Willingness to Communicate, Multilingualism and Interactions in Community Contexts
2024 (Engelska)Bok (Refereegranskat)
Abstract [en]

This book examines the communication behaviours of individuals in multilingual community contexts. Using a complexity lens and the presentation of a revised 3D pyramid model, the authors demonstrate the dynamic nature of willingness to communicate over time and shed new light on processes that affect communication, migration and well-being.

Ort, förlag, år, upplaga, sidor
Multilingual Matters, 2024. s. 244
Serie
Psychology of Language Learning and Teaching ; 22
Nyckelord
The self, ego, identity, personality, education, teaching, learning
Nationell ämneskategori
Lärande Studier av enskilda språk
Identifikatorer
urn:nbn:se:hv:diva-20801 (URN)10.21832/henry1944 (DOI)9781800411937 (ISBN)
Tillgänglig från: 2023-09-20 Skapad: 2023-09-20 Senast uppdaterad: 2023-12-06Bibliografiskt granskad
Elgemark, A., Henry, A. & Jansson, P. (2023). An affordance-focused approach for working with authentic materials: A practice-research initiative. In: Gudrun Erickson, Camilla Bardel, David Little (Ed.), Collaborative Research in Language Education: Reciprocal Benefits and Challenges (pp. 41-56). Mouton de Gruyter
Öppna denna publikation i ny flik eller fönster >>An affordance-focused approach for working with authentic materials: A practice-research initiative
2023 (Engelska)Ingår i: Collaborative Research in Language Education: Reciprocal Benefits and Challenges / [ed] Gudrun Erickson, Camilla Bardel, David Little, Mouton de Gruyter, 2023, s. 41-56Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

In Sweden it is now recognized that while teaching should be based on research and proven experience, research-based practice is limited in scope, and classroom teaching is not always informed by findings from educational research. To address this problem, and to develop and test sustainable models of researcher- practitioner collaboration, the Swedish Government has introduced a national system of partnership between schools and universities. Here, research projects are initiated not just by academics, but also by teachers. In each school-university partnership, the aim is to develop and test a model that can support sustainable, research- based practice. The project reported on here addresses one of the major challenges currently facing teachers of English in Sweden, namely the need to create activities that go beyond the textbook, and which students can experience as relevant and meaningful. While the design of activities that enable students to connect content targeted by the curriculum with experiences from informal domains is a challenge for teachers of any subject, for teachers of English the demands multiply. This is because activities need to be modelled in ways that promote the development of linguistic competence. The authors - two language teacher educators, and an upper secondary teacher of English - carried out a project aimed at enabling primary, secondary, and upper secondary teachers of English in a rural municipality to develop design skills encompassing language awareness. Carried out during a single academic year, the project enabled teachers to work collegially, and in collaboration with the teacher educators. Drawing on experiences from the project, the chapter examines the conditions under which the collaboration took place, the challenges faced, beneficial influences on teachers’ practice, and the potential for sustainability

Ort, förlag, år, upplaga, sidor
Mouton de Gruyter, 2023
Nyckelord
Applied Linguistics
Nationell ämneskategori
Pedagogik Didaktik
Identifikatorer
urn:nbn:se:hv:diva-20709 (URN)10.1515/9783110787719-004 (DOI)2-s2.0-85166164796 (Scopus ID)9783110787719 (ISBN)9783110787535 (ISBN)
Anmärkning

This e-book can be read by staff and students at University West.

Tillgänglig från: 2023-12-29 Skapad: 2023-12-29 Senast uppdaterad: 2024-01-11Bibliografiskt granskad
Henry, A. & Liu, M. (2023). Can L2 motivation be modelled as a self-system?: A critical assessment. System (Linköping), 119, Article ID 103158.
Öppna denna publikation i ny flik eller fönster >>Can L2 motivation be modelled as a self-system?: A critical assessment
2023 (Engelska)Ingår i: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 119, artikel-id 103158Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Some two decades ago, Dörnyei (2005) proposed that motivation for L2 learning could be modelled as a self-system. Despite the profound influence of Dörnyei’s scholarship and impact of the L2 Motivational Self System (L2MSS) model, the fundamental premise that motivation for L2 learning can constitute a self-system has escaped critical scrutiny. Highlighting how the self-system constitutes a framework within which self-referential cognition is organized, and that self-appraisal occurs in relation to socially-derived standards (Bandura, 1978; Higgins, 1990), this article critically assesses the utility of a self-system conceptualization. This is accomplished by addressing five problem areas connected with the L2MSS and which relate to the model’s self-system conceptualization: the “fantasy problem” (nondifferentiation of desire and fantasy), the “ought-to L2 self problem” (unspecificity of relevant others and internalization processes), the “integrativeness problem” (difficulty of incorporating affiliation motives), the “learning experience problem” (failure to account for relational and biographical influences), and the “context problem” (inadequate modelling of learner–environment interactions). Critical engagement with these problem areas demonstrates how the self-system conceptualization embodied in the L2MSS is tightly circumscribed, and how a self-regulatory system framework can provide greater utility. 

Ort, förlag, år, upplaga, sidor
Elsevier, 2023
Nyckelord
L2 motivational self system, Self-referential cognition, Self-regulation, Standards, Self-regulatory system
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik
Identifikatorer
urn:nbn:se:hv:diva-21196 (URN)10.1016/j.system.2023.103158 (DOI)001108424400001 ()2-s2.0-85175251510 (Scopus ID)
Anmärkning

CC BY 4.0

Tillgänglig från: 2024-01-19 Skapad: 2024-01-19 Senast uppdaterad: 2024-01-19Bibliografiskt granskad
Henry, A., Thorsen, C. & Uztosun, M. S. (2023). Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?. System (Linköping), 112, 1-12, Article ID 102971.
Öppna denna publikation i ny flik eller fönster >>Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?
2023 (Engelska)Ingår i: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 112, s. 1-12, artikel-id 102971Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive effects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners’ goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.  

Ort, förlag, år, upplaga, sidor
Elsevier, 2023
Nyckelord
L2 goals, Idiographic methods, Self-concordance, Goal effort, Goal progress, Engagement, Academic buoyancy
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:hv:diva-19529 (URN)10.1016/j.system.2022.102971 (DOI)000905301500005 ()2-s2.0-85144308142 (Scopus ID)
Anmärkning

 All Open Access, Hybrid Gold Open Access CC-BY 4.0

Tillgänglig från: 2023-09-13 Skapad: 2023-09-13 Senast uppdaterad: 2024-01-10
Henry, A. (2023). Multilingualism and persistence in multiple language learning. The Modern language journal, 107(1), 183-201
Öppna denna publikation i ny flik eller fönster >>Multilingualism and persistence in multiple language learning
2023 (Engelska)Ingår i: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 107, nr 1, s. 183-201Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

For language learners who aspire to become multilingual, commitment involves a personal journey. Defining persistence as a preoccupation with goal-focused action directed to a desired future state and drawing on research from cognitive psychology and the mental time travel paradigm, this article presents an identity-based framework of persistence in multiple language learning. In the framework, persistence is supported through the operation of 3 interconnecting processes: (a) the generation of personally meaningful goals aimed at becoming multilingual, (b) the conjuring of mental images that represent states, events, and values associated with being multilingual, and (c) the integration of representations of multilingualism within an unfolding personal history. To illustrate these processes, data from online sources and research literature exploring language learners’ narrative biographies is used. The relevance of the framework is critically assessed in relation to (a) the development of interventions supporting motivation for foreign language learning, (b) the exploration of motivational processes through narrative-based inquiry, and (c) the varying linguistic, social, and societal contexts in which multiple language learning takes place. © 2023 The Authors. The Modern Language Journal published by Wiley Periodicals LLC on behalf of National Federation of Modern Language Teachers Associations, Inc.

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2023
Nyckelord
goal self-concordance, linguistic biographies, mental time travel, multilingual identities, multilingualism, persistence
Nationell ämneskategori
Studier av enskilda språk Lärande
Identifikatorer
urn:nbn:se:hv:diva-19879 (URN)10.1111/modl.12826 (DOI)000950298000001 ()2-s2.0-85150841865 (Scopus ID)
Anmärkning

CC-BY

Tillgänglig från: 2023-04-24 Skapad: 2023-04-24 Senast uppdaterad: 2024-01-10
Dörrnyei, Z. & Henry, A. (2022). Accounting for long-term motivation and sustained motivated learning: Motivational currents, self-concordant vision, and persistence in language learning. Advances in Motivation Science
Öppna denna publikation i ny flik eller fönster >>Accounting for long-term motivation and sustained motivated learning: Motivational currents, self-concordant vision, and persistence in language learning
2022 (Engelska)Ingår i: Advances in Motivation Science, ISSN 2215-0919Artikel i tidskrift (Refereegranskat) In press
Abstract [en]

Although temporal conceptualizations of motivational processes have not held center stage in motivation science, the situation is currently changing. Drawing on work in the subfield of language learning motivation, where the motivational endurance needed to master a second language has been a major concern, the aim of this article is to contribute to the body of work currently exploring motivational persistence. After outlining the broader academic context of motivation and time, and describing the disciplinary trajectory of research into language learning motivation, we present two interrelated and multifaceted frameworks that seek to explain long-term motivation and motivational persistence: (a) the notion of a "directed motivational current" which refers to a period of intense, enduring, and self-sustaining engagement within an activity-sequence, and which is phenomenologically akin to an extended flow experience, and (b) a multicomponent framework of long-term motivation that offers a general account of sustained effort in learning. This framework integrates diverse components, such as self-concordant vision, habitual actions, progress checks, and affirmative feedback, and references a motivational process that is characterized by positive emotional loading and passion, and is supported by self-control capacity and self-regulatory skills.

Ort, förlag, år, upplaga, sidor
Elsevier Ltd, 2022
Nyckelord
Goal pursuit, Language learning motivation, Long-term motivation, Mental imagery, Motivational currents, Persistence, Temporal theories
Nationell ämneskategori
Studier av enskilda språk Pedagogiskt arbete
Forskningsämne
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-18165 (URN)10.1016/bs.adms.2021.12.003 (DOI)000709908400003 ()2-s2.0-85123857411 (Scopus ID)
Tillgänglig från: 2022-03-10 Skapad: 2022-03-10 Senast uppdaterad: 2022-04-12Bibliografiskt granskad
Henry, A. & Mollstedt, M. (2022). Centrifugal-Centripetal Dynamics in the Dialogical Self: A Case Study of a Boundary Experience in Teacher Education. Journal of constructivist psychology, 35(2), 795-814
Öppna denna publikation i ny flik eller fönster >>Centrifugal-Centripetal Dynamics in the Dialogical Self: A Case Study of a Boundary Experience in Teacher Education
2022 (Engelska)Ingår i: Journal of constructivist psychology, ISSN 1072-0537, E-ISSN 1521-0650, Vol. 35, nr 2, s. 795-814Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The dialogical self is conceptualized as a dynamically shifting collection of relatively autonomous I-positions. A boundary experience is an event or situation where tension experienced between conflicting I-positions leads to reconfiguration within the dialogical self. In a boundary experience, uncertainty or a challenge can trigger decentering (centrifugal) movements which can disrupt the self’s contingent stability. These movements can be counterbalanced by centering (centripetal) movements aimed at restoring continuity and consistency. Investigating a boundary experience as a process in motion, this individual case study explores centrifugal-centripetal dynamics in the dialogical self of a preservice teacher during a challenging school placement. Data used in the study derives from reflective/reflexive writing in the form of daily contributions to an online discussion between the participant and a dialogue partner. Findings point to the presence of two alternately complementary/conflicting I-positions in the participant’s teacher identity system and shed light on the roles played by meta- and promoter positions in addressing identity tensions. Recognizing how a boundary experience can be distributed across a range of events, each of which can contribute to processes of reconfiguration, the study underscores the importance of investigating transformative experiences in contexts of professional learning.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2022
Nyckelord
Dialogical self; boundary experience; teacher identities; school placement
Nationell ämneskategori
Lärande
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-17049 (URN)10.1080/10720537.2021.1889423 (DOI)000620519100001 ()2-s2.0-85101213482 (Scopus ID)
Tillgänglig från: 2021-10-01 Skapad: 2021-10-01 Senast uppdaterad: 2023-01-25
Febring, L. & Henry, A. (2022). Gränsobjekt och arbetsintegrerat lärande i kombinerad sfi – och yrkesutbildning. In: ASLA-Symposiet 7–8 april 2022  Abstractsamling: . Paper presented at ASLA-Symposiet 7–8 april 2022 / The ASLA symposium 7–8 April 2022. Stockholm: Stockholms universitet
Öppna denna publikation i ny flik eller fönster >>Gränsobjekt och arbetsintegrerat lärande i kombinerad sfi – och yrkesutbildning
2022 (Svenska)Ingår i: ASLA-Symposiet 7–8 april 2022  Abstractsamling, Stockholm: Stockholms universitet , 2022Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [sv]

Informell språkinlärning på arbetsplatser har potential för andraspråksinlärning, bl.a. genom att (under särskilda omständigheter) erbjuda möjligheter till att använda språket (Yates, 2017). Alternativet att läsa sfi i kombination med yrkesutbildning finns idag i många kommuner, men det finns få studier av hur dessa integreras och vilken lärandepotential integrering kan ha. Arbetsintegrerat lärande (AIL) handlar om integreringen mellan teori och praktik, och innefattar överbryggande mellan olika lärkontexter. Överbryggningen kan ske genom användning av ett eller flera gränsobjekt, vilken kan ses som en resurs för inlärningen (Akkerman & Bakker, 2011). Ett exempel på ett gränsobjekt kan vara en gemensam webbsida där information, uppgifter etc. från de olika domänerna samlas och att informationen används i respektive domän.  Syftet med studien är att undersöka hur gränsobjekt används för att stödja inlärningen i olika domäner i kombiutbildningar. Forskningsfrågan är: Vilka gränsobjekt förkommer i de undersökta programmen och vad har dessa för funktion? I intervjustudien deltog 14 informanter (5 sfi-lärare, 6 yrkeslärare och 3 handledare från två kommuner) intervjuades. Deduktiv tematisk analys användes för att bearbeta datamaterialet med utgångspunkt i en analysmodell skapad utifrån Akkerman and Bakkers (2011) definitioner av gränsöverskridande.  Resultatet visar att i fem av de sex studerade yrkesintegrerade sfi-programmen förekom ett flertal gränsobjekt. Exempel på gränsobjekt är fotografier som användes i både sfi- och yrkesundervisningen; verktyg som togs in i sfi-klassrummet och benämndes och beskrevs för eleverna; gemensamma prov mellan sfi- och yrkesämnet, samt laminerade kort på verktyg som övades under sfi-lektionen. Implikationer av dessa resultat kommer att diskuteras

Ort, förlag, år, upplaga, sidor
Stockholm: Stockholms universitet, 2022
Nyckelord
arbetsintegrat lärande, yrkesutbildning, SFI
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19490 (URN)
Konferens
ASLA-Symposiet 7–8 april 2022 / The ASLA symposium 7–8 April 2022
Tillgänglig från: 2022-12-20 Skapad: 2022-12-20 Senast uppdaterad: 2022-12-20
Febring, L. & Henry, A. (2022). Gränsobjekt och språklärande i kombinationsutbildningar. In: Marie Nelson, Mårten Michanek, Maria Rydell, Susan Sayehli, Klara Skogmyr Marian, Gunlög Sundberg (Ed.), Språk i praktiken: i en föränderlig värld. Rapport från ASLA-symposiet, Stockholms universitet, 7–8, april 2022 (pp. 106-130). Stockholm: Stockholm University
Öppna denna publikation i ny flik eller fönster >>Gränsobjekt och språklärande i kombinationsutbildningar
2022 (Svenska)Ingår i: Språk i praktiken: i en föränderlig värld. Rapport från ASLA-symposiet, Stockholms universitet, 7–8, april 2022 / [ed] Marie Nelson, Mårten Michanek, Maria Rydell, Susan Sayehli, Klara Skogmyr Marian, Gunlög Sundberg, Stockholm: Stockholm University, 2022, s. 106-130Kapitel i bok, del av antologi (Refereegranskat)
Abstract [sv]

I Sverige anordnar många kommuner kombinationsutbildningar, där elever läser kommunal vuxenutbildning i svenska för invandrare (sfi) (SKOLFS 2017:91) i kombination med yrkesutbildning. Trots omfattande satsningar på dessa utbildningar finns det få studier kring undervisning i kombinationsutbildningar.Syftet med denna studie är att bidra med forskning kring undervisning i kombinationsutbildningar genom att undersöka förekomsten av gränsobjekt och deras användning mellan sfi, yrkesämnet och arbetsplatspraktiken i kombinationsutbildningar samt att undersöka hur dessa kan skapa affordancesför språkinlärning. Forskningsfrågan är: Vilka affordances för språkinlärning kan,med hjälp av gränsobjekt, enligt deltagarna uppstå i de undersökta arbetsintegrerade sfi-utbildningarna? Studien bygger på intervjuer med tretton informanter. För bearbetning av datamaterialet användes deduktiv tematisk analys med utgångspunkt i ett analytiskt ramverk, skapat utifrån Akkerman and Bakkers (2011b) definitioner av gränsöverskridande. Resultatet visar att det i våra informanters beskrivningar fanns fem typer av gränsobjekt på de studerade utbildningarna, och dessa hade potential att bidra med både yrkesdomänspecifika affordances och affordances för muntlig kommunikation. Slutligen tas implikationer av studiens resultat upp.

Ort, förlag, år, upplaga, sidor
Stockholm: Stockholm University, 2022
Serie
Asla:S Skriftserie/Asla Studies In Applied Linguistics, ISSN 1100-5629, E-ISSN 2004-108X ; 30
Nyckelord
språkinlärning, kombinationsutbildning, kommunal vuxenutbildning (SFI), yrkesutbildning, undervisning
Nationell ämneskategori
Litteraturvetenskap
Identifikatorer
urn:nbn:se:hv:diva-20920 (URN)10.17045/sthlmuni.24321526 (DOI)978-91-87884-30-6 (ISBN)
Tillgänglig från: 2023-11-09 Skapad: 2023-11-09 Senast uppdaterad: 2023-11-09
Henry, A. (2022). Teachers’ relational practices and students’ motivation. In: Hassan Mohebbi, Christine Coombe (Ed.), Research questions in language education: A reference guide for teachers. Springer Nature
Öppna denna publikation i ny flik eller fönster >>Teachers’ relational practices and students’ motivation
2022 (Engelska)Ingår i: Research questions in language education: A reference guide for teachers / [ed] Hassan Mohebbi, Christine Coombe, Springer Nature, 2022Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Springer Nature, 2022
Nyckelord
language teaching, learning, assessment.
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-17996 (URN)9783030791421 (ISBN)
Tillgänglig från: 2022-01-04 Skapad: 2022-01-04 Senast uppdaterad: 2022-01-13Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-7789-9032

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