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Henry, A. (2019). A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives. Studies in Second Language Learning and Teaching, 9(2), 263-285
Open this publication in new window or tab >>A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives
2019 (English)In: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 9, no 2, p. 263-285Article in journal (Refereed) Published
Abstract [en]

Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.

Place, publisher, year, edition, pages
Kalisz, Poland: Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, 2019
Keywords
anguage teacher identity, complex dynamic systems, dialogical self, practicum learning
National Category
Pedagogy Didactics
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14608 (URN)10.14746/ssllt.2019.9.2.2 (DOI)000473345300002 ()2-s2.0-85070834239 (Scopus ID)
Available from: 2019-10-17 Created: 2019-10-17 Last updated: 2020-02-03
Henry, A. (2019). Challenges in bridging between cultures of English experience (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 289-313). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Challenges in bridging between cultures of English experience
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 289-313Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Teachers, Pedagogy, Linguistic competence
National Category
General Language Studies and Linguistics Specific Languages
Research subject
Child and Youth studies; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-13726 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-12-10Bibliographically approved
Henry, A., Sundqvist, P. & Thorsen, C. (2019). Critical Perspectives (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 315-320). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Critical Perspectives
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 315-320Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Motivation, Free-time, School
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13727 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-12-10Bibliographically approved
Henry, A. (2019). Directed Motivational Currents: Extending the Theory of L2 Vision. In: Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen (Ed.), The Palgrave Handbook of Motivation for Language Learning: (pp. 139-161). Palgrave Macmillan
Open this publication in new window or tab >>Directed Motivational Currents: Extending the Theory of L2 Vision
2019 (English)In: The Palgrave Handbook of Motivation for Language Learning / [ed] Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen, Palgrave Macmillan, 2019, p. 139-161Chapter in book (Refereed)
Abstract [en]

This chapter introduces the idea of directed motivational currents (DMCs), and maps out the conceptual antecedents. Explaining how the construct is an extension of Dörnyei’s theory of L2 vision, it describes the components and phenomenology of DMCs. It explains how DMCs differ from peak experiences of optimal functioning conceptualized in Csikszentmihalyi’s theory of flow, how energy is directed by a self-concordant goal coupled with a matching vision of success, and how in a DMC conscious self-regulation is unnecessary. The chapter explains how DMCs can function at individual and group levels. In light of research findings, the validity of the construct is examined. The chapter explains how the DMC construct provides a template for understanding enduring motivation, and a framework for focused interventions in language classrooms.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2019
Keywords
Motivation, L2, language learning
National Category
Specific Languages Learning
Research subject
HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-15007 (URN)10.1007/978-3-030-28380-3_7 (DOI)978-3-030-28379-7 (ISBN)978-3-030-28380-3 (ISBN)
Available from: 2020-02-24 Created: 2020-02-24 Last updated: 2020-03-10Bibliographically approved
Henry, A. & Thorsen, C. (2019). Engagement with Technology: Gaming, Immersion and Sub-Optimal Experiences. Technology in Language Teaching & Learning, 1(2), 52-67
Open this publication in new window or tab >>Engagement with Technology: Gaming, Immersion and Sub-Optimal Experiences
2019 (English)In: Technology in Language Teaching & Learning, ISSN 2652-1687, Vol. 1, no 2, p. 52-67Article in journal (Refereed) Published
Abstract [en]

This conceptual article focuses on student engagement, and the use of digital games in language classrooms. In making a contribution to the mapping of student engagement across SLA (Dörnyei, 2019a), and in line with the need to use established theories to develop insights into engagement when L2 learning involves digital games, a case is made for the concept of immersion (Brown & Cairns, 2004). The concept is first introduced. Then, to explain how immersion can contribute in understanding student engagement with digital games, an example of engaged gameplay from a classroom ethnographic project in Sweden is provided. Drawing on this example, immersion is contrasted with the more established concepts of L2 willingness to communicate and flow. These comparisons show how immersion captures a form of engaged behaviour particular to playing video games, and which is distinct from other types of focused behaviour previously identified in L2 learning contexts. It is suggested that immersion can make a significant contribution to understanding engagement in contemporary classrooms: it captures engaged behaviour of varying intensity, validated measurement instruments exist, and it can be used in multi-variable designs. Although immersion captures engagement particular to gaming experiences, it has potential to extend to other digital technologies.

Keywords
Digital technologies; Language Learning; Motivation; Engagement; Digital Games; Immersion
National Category
Specific Languages
Research subject
Child and Youth studies; HUMANITIES, Linguistics; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-14910 (URN)10.29140/tltl.v1n2.202 (DOI)
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24
Cohen, A. D. & Henry, A. (2019). Focus on the language learner: Focus on the language learner (3. eded.). In: Norbert Schmitt & Michael Rodgers (Ed.), An introduction to applied linguistics: (pp. 165-189). Routledge
Open this publication in new window or tab >>Focus on the language learner: Focus on the language learner
2019 (English)In: An introduction to applied linguistics / [ed] Norbert Schmitt & Michael Rodgers, Routledge, 2019, 3. ed, p. 165-189Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2019 Edition: 3. ed
Keywords
Styles, motivation, language learner
National Category
Languages and Literature Learning
Research subject
Child and Youth studies; HUMANITIES, Linguistics
Identifiers
urn:nbn:se:hv:diva-14790 (URN)9780429755088 (ISBN)9781138290136 (ISBN)
Available from: 2019-12-20 Created: 2019-12-20 Last updated: 2019-12-20Bibliographically approved
Lamb, M., Csizér, K., Henry, A. & Ryan, S. (2019). Introduction. In: Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen (Ed.), The Palgrave Handbook of Motivation for Language Learning: (pp. 1-17). Palgrave Macmillan
Open this publication in new window or tab >>Introduction
2019 (English)In: The Palgrave Handbook of Motivation for Language Learning / [ed] Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen, Palgrave Macmillan, 2019, p. 1-17Chapter in book (Other academic)
Abstract [en]

In this introduction the editors suggest that the field of L2 motivation research has now achieved a degree of maturity, in terms of scale and diversity of scholarly output, and that it warrants publication of a ‘state-of-the-art’ compendium. This in turn reflects the way that globalization, migration and other contemporary phenomena are encouraging or forcing people to learn language, and the challenges that they and their teachers face in sustaining the desire to learn over the long periods necessary to achieve communicative or academic success.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2019
Keywords
Motivation, L2, language learning
National Category
Specific Languages Learning
Research subject
HUMANITIES, Linguistics
Identifiers
urn:nbn:se:hv:diva-15008 (URN)10.1007/978-3-030-28380-3_1 (DOI)978-3-030-28379-7 (ISBN)978-3-030-28380-3 (ISBN)
Available from: 2020-02-24 Created: 2020-02-24 Last updated: 2020-03-10Bibliographically approved
Henry, A. & Lamb, M. (2019). L2 Motivation and Digital Technologies. In: Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen (Ed.), The Palgrave Handbook of Motivation for Language Learning.: (pp. 599-619). Palgrave Macmillan
Open this publication in new window or tab >>L2 Motivation and Digital Technologies
2019 (English)In: The Palgrave Handbook of Motivation for Language Learning. / [ed] Lamb, Martin; Csizér, Kata; Henry, Alastair; Ryan, Stephen, Palgrave Macmillan, 2019, p. 599-619Chapter in book (Refereed)
Abstract [en]

This chapter uses Self Determination Theory (Deci & Ryan, Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press, 1985) as a lens through which to review research describing motivational influences associated with digital technologies. Motivational effects are traced to pleasure generated from technology use (intrinsic motivation), and to the satisfaction of three basic psychological needs that generate and sustain high-quality motivation; the manner in which digital technologies enable learners to connect to others (relatedness); experiences of agency and independence in using the L2 in digital spaces (autonomy); and the generation of linguistic self-confidence (competence). Adopting an interdisciplinary position, it is suggested that in addition to understanding the effects of these “psychological nourishments” (Rigby & Ryan, The Routledge handbook of media use and well-being (pp. 34–48). New York: Routledge, 2017), there is a need for broader conceptualizations of motivational influences. Three concepts with particular relevance to L2 motivation are identified: the development of L2 vision through learners’ engagement with digital media, influences stemming from appraisals of verisimilitude when a digital technology forms a part of learning, and the effects of personal validation seeking when L2 media is created in networked environments.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2019
Keywords
Motivation, language
National Category
Specific Languages Learning
Research subject
HUMANITIES, English; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-15006 (URN)10.1007/978-3-030-28380-3_29 (DOI)978-3-030-28379-7 (ISBN)978-3-030-28380-3 (ISBN)
Available from: 2020-02-24 Created: 2020-02-24 Last updated: 2020-03-02Bibliographically approved
Henry, A. & Thorsen, C. (2019). Motivation and funds of knowledge (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 161-186). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Motivation and funds of knowledge
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 161-186Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Motivation, Popular culture, Films, TV-programs
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13725 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-03-18Bibliographically approved
Henry, A. & Thorsen, C. (2019). Motivation and the importance of teacher–student relationships (First editioned.). In: Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia (Ed.), Motivational practice: insights from the classroom (pp. 105-130). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Motivation and the importance of teacher–student relationships
2019 (English)In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 105-130Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: First edition
Keywords
Motivation, Teacher–student relationship
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13723 (URN)9789144118482 (ISBN)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-03-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7789-9032

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