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L2 Motivation and Multilingual Identities
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0001-7789-9032
2017 (English)In: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 101, no 3, 548-565 p.Article in journal (Refereed) Published
Abstract [en]

By tradition, L2 motivation research has a monolingual bias – the motivational systems of a learner’s different languages conceptualized as separate entities rather than as cognitively interconnected. At a time when multilingualism has become a new world order (Douglas Fir Group, ) and where there is evidence of powerful identity experiences connected to speaking several languages (Pavlenko, ) this is unfortunate. In alignment with the multilingual and dynamic turns in SLA (de Bot, ; May, ), and adopting a complexity thought modeling approach (Larsen–Freeman & Cameron, ), this article explores multilingual learners’ L2 motivation. It is suggested that the motivational systems of a multilingual learner’s different languages can be understood as constituting a higher-level multilingual motivational self system that is part of an ecology of interconnected and interpenetrating systems. This system contains multilingual self guides, one of which is the ideal multilingual self. Drawing on construal-level theory (Trope & Liberman, ), the manner and effects of mental representations of an ideal multilingual self are assessed. Finally, it is suggested that motivation deriving from a broader identity that encompasses but, in important ways, transcends a multilingual person’s language-specific identities has a central role to play in multilingual education.

Place, publisher, year, edition, pages
2017. Vol. 101, no 3, 548-565 p.
Keyword [en]
L2 motivational self system, complex dynamic systems, multilingualism, multilingual turn, ideal multilingual self, construal-level theory, multilingual education
National Category
Specific Languages
Research subject
HUMANITIES, English; SOCIAL SCIENCE, Educational science
Identifiers
URN: urn:nbn:se:hv:diva-11593DOI: 10.1111/modl.12412ISI: 000409308400008Scopus ID: 2-s2.0-85028384898OAI: oai:DiVA.org:hv-11593DiVA: diva2:1143165
Available from: 2017-09-20 Created: 2017-09-20 Last updated: 2018-01-13Bibliographically approved

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The full text will be freely available from 2019-08-26 12:59
Available from 2019-08-26 12:59

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Henry, Alastair

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  • apa
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