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  • 1.
    Forsberg, Julia
    et al.
    Jönköping University, Department of Languages and Communication, Jönköping, Sweden; University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden; Stockholm University, Department of Swedish and Multilingualism, Stockholm, Sweden.
    Ribbås, Maria Therese
    Stockholm University, Department of Swedish Language and Multilingualism, Stockholm, Sweden.
    Gross, Johan
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden.
    Self-assessment and standard language ideologies: bilingual adolescents in Sweden reflect on their language proficiencies2020Ingår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 42, nr 2, s. 137-151Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Standard language cultures are characterised by beliefs in idealised standard forms of the language in question. In this paper, these beliefs are connected to the concepts of referee design and speech community, through analysis of how Swedish adolescents reflect upon and self-assess their language proficiencies. The data consist of interviews where 111 participants self-assess their Swedish, English and additional home languages. During the self-assessment, participants use different points of reference when reflecting on the different languages in their repertoires. Four main categories of answers are found, all relating to an absent referee in some manner: the participants' evaluations of other people's language proficiency compared to their own; their proficiency in other languages; their evaluation of their proficiency in relation to formal grading and feedback given in school; and their own experiences of their limitations and abilities in different situations. When assessing Swedish, participants display attitudes towards 'good' and 'bad' language and contextualise their proficiency in a way that focuses on standard language ideologies and their speech community. The same pattern does not occur when participants reflect on their other languages, indicating the important role that the peer group and speech community have in creating and facilitating these ideologies.

  • 2.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English2010Ingår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 31, nr 2, s. 149-162Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Motivation in simultaneous L2 learning situations is an area of research largely overlooked and studies from contexts where people are engaged in learning more than one L2 are rare. In their large-scale Hungarian research, Dornyei, Csizer and Nemeth found that pupils' positive attitudes to one L2 could cause interferences with attitudes to others, with English being the greatest source of such interference. In this article it is suggested that, as an alternative to interference, Markus and Nurius' theory of the working self-concept may offer a theoretically more coherent explanation for between-language effects in situations of simultaneous learning. Using a specially designed instrument, three hypotheses were tested for a sample of Swedish pupils actively engaged in learning two L2s. First, it was hypothesised that learners would have separate L2 self-concepts as speakers of different L2s, secondly, that FL self-concepts would be interpreted negatively in relation to English self-concepts and, finally, that a high degree of FL-to-English negative self-concept referencing would be associated with low FL motivation. Whilst tentative support was found for all three hypotheses, with negative effects of English being most noticeable among boys, the results need to be followed up by further research employing more exacting methodologies.

  • 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.
    MacIntyre, Peter D.
    Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics2021Ingår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary between individuals. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level longitudinal designs. Employing a single-case, time-serial design and focused on a critical period of TL growth, this study explores WTC trajectories of adult learners of Swedish for whom the TL and English provide viable communication options in community interaction. Change point and moving window correlational analyses reveal the operation of mutually interacting influences that shape WTC and have system-level effects. With light shed on processes at the developmental timescale, findings are discussed in the context of language choice, co-evolution, and the trait-state dichotomy.

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  • 4.
    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.
    MacIntyre, Peter D.
    Cape Breton University, Sydney, (CAN).
    Willingness to communicate in a multilingual context: part two, person-context dynamics2021Ingår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-17Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case study explores intraindividual variability in the WTC propensities of adult learners of Swedish for whom the TL and English provide viable communication options in community interaction. Carried out over a period where TL skills began to develop, the purpose was to explore the process characteristics of changes in communication-initiation propensities. A person-context dynamics perspective was employed, and analyses of time-serial data were combined with analyses of concurrently generated interview data. Results reveal how changes in WTC could be gradual and nongradual, continuous and discontinuous.

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