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Weaving webs of connection: Empathy, perspective taking, and students' motivation
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. (BUV)ORCID-id: 0000-0001-7789-9032
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.ORCID-id: 0000-0002-7751-3942
2019 (engelsk)Inngår i: Studies in Second Language Learning and Teaching, ISSN 2083-5205, Vol. 9, nr 1, s. 31-53Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students' interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students' in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.

sted, utgiver, år, opplag, sider
Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland , 2019. Vol. 9, nr 1, s. 31-53
Emneord [en]
L2 motivation, teacher-student relationships, culturally responsive teaching, funds of knowledge, empathy, perspective taking, connected learning
HSV kategori
Forskningsprogram
HUMANIORA, Språkvetenskap; Barn- och ungdomsvetenskap; SAMHÄLLSVETENSKAP, Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-13991DOI: 10.14746/ssllt.2019.9.1.3ISI: 000462070800003Scopus ID: 2-s2.0-85066430192OAI: oai:DiVA.org:hv-13991DiVA, id: diva2:1328136
Forskningsfinansiär
Swedish Research Council, 2013-785Tilgjengelig fra: 2019-06-20 Laget: 2019-06-20 Sist oppdatert: 2020-02-04bibliografisk kontrollert

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