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Teachers' self-disclosures and influences on students' motivation: A relational perspective
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: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed) Published
Abstract [en]

While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning–teaching processes, relationally-grounded perspectives on motivation can be of particular importance in shaping classroom practices.

Place, publisher, year, edition, pages
2018.
Keywords [en]
Self-disclosure, L2 motivation, identities, identity-work, teacher–student relationships
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, Linguistics
Identifiers
URN: urn:nbn:se:hv:diva-13409DOI: 10.1080/13670050.2018.1441261OAI: oai:DiVA.org:hv-13409DiVA, id: diva2:1278559
Available from: 2019-01-14 Created: 2019-01-14 Last updated: 2019-05-27Bibliographically approved

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Henry, AlastairThorsen, Cecilia

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  • nn-NO
  • nn-NB
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