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Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0001-7789-9032
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0002-7751-3942
2018 (English)In: Language Teaching Research, ISSN 1362-1688, E-ISSN 1477-0954Article in journal (Refereed) Epub ahead of print
Abstract [en]

Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterise negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity's demands. In conceptualizing negative responses at the activity level, disaffection – the negative face of engagement – is a construct of central importance. Drawing on data from a large-scale ethnographic project in secondary English classrooms in Sweden, in this exploratory case study disaffection (Skinner, 2016) is examined in the context of two language developing activities. Analyses reveal that disaffection can transform into active engagement, and that when called upon to perform an inauthentic identity, students can 'redesign' activities in ways that enable them to act authentically.

Place, publisher, year, edition, pages
2018.
Keywords [en]
Language studies, classroom, English language
National Category
Specific Languages
Research subject
HUMANITIES, English; Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-12947DOI: 10.1177/1362168818795976Scopus ID: 2-s2.0-85058459230OAI: oai:DiVA.org:hv-12947DiVA, id: diva2:1251670
Note

First Published online September 21, 2018

Available from: 2018-09-27 Created: 2018-09-27 Last updated: 2019-05-27

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fulltext(825 kB)39 downloads
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Henry, AlastairThorsen, Cecilia

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Citation style
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