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  • 1.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Examining the impact of L2 English on L3 Selves: A case study2011Ingår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 8, nr 3, s. 235-255Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this Swedish case study of four upper secondary students engaged in simultaneous L2 (English) and L3 (Spanish, French and Russian) learning, a possible selves approach was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using Interpretive Phenomenological Analysis techniques. In analysing the data Markus and Nurius’ (1986) theory of the working self-concept was used to examine experiences of and cognitive responses to the presence of L2 English in L3 learning situations. The results indicate that for these individuals an L2 English self-concept is an active constituent with a referential function in working self-concepts activated in L3 learning situations. To offset the potentially negative effects of the incursion of L2 English, some of the individuals recruited different forms of positive self-knowledge into the working self-concept. For one participant the powerful referential effect of English was such that it became difficult to sustain a viable L3-speaking/using self. The results suggest that the inclusion of a working self-concept component in possible selves motivational research may be methodologically rewarding, particularly in multilingual settings and/or where contextual or process factors are in focus.    

  • 2.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context2020Ingår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from interactions between the motivation systems of different languages. Motivational systems and their emergent properties are also influenced by the contexts in which acquisition takes place. In this interview-based study in a Swedish secondary school setting, the ideal multilingual self is explored as 'a system functioning in context'. Focusing on the ways in which multilingual identities and the social contexts of multilingualism co-evolve, analyses show how the school environment shapes and is shaped by emergent identities. The importance of multi-scalar designs is highlighted, and the contribution of motivation research to sustainable multilingual education is discussed.

  • 3.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The Ideal Multilingual Self: Validity, Influences on Motivation, and Role in a Multilingual Education2018Ingår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 15, nr 4, s. 349-364Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual’s different languages have been conceptualized as constituting a multilingual motivational system, and it has been suggested that interactions between the ideal Lx self and the ideal Ly self can lead to the emergence of an ideal multilingual self. While the notion of an ideal multilingual self chimes with research on multilinguals’ identity experiences, it has not been investigated empirically. The purpose of this study is to establish whether there is empirical support for the proposed ideal multilingual self construct, and whether it influences motivation to learn a second foreign language. A questionnaire containing items measuring the ideal L2 self and the ideal multilingual self was administered to a sample of secondary students (N=324) at two schools in Sweden with international profiles. Using structural equation modeling, analyses yielded discriminant validity for the ideal multilingual self construct, and revealed an indirect influence on intended effort mediated via the ideal L2 self. On the strength of these results, a case is made for future research into people’s motivation to be or become multilingual, and educational interventions focused on developing students’ ideal multilingual selves.   

     

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