| 1. |
- Adolphs, Svenja, et al.
(author)
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Digital innovations in L2 motivation : Harnessing the power of the Ideal L2 Self
- 2018
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In: System (Linköping). - : Elsevier BV. - 0346-251X .- 1879-3282. ; 78, s. 173-185
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Journal article (peer-reviewed)abstract
- Sustained motivation is crucial to learning a second language (L2), and one way to support this can be through the mental visualisation of ideal L2 selves (Dörnyei & Kubanyiova, 2014). This paper reports on an exploratory study which investigated the possibility of using technology to create representations of language learners' ideal L2 selves digitally. Nine Chinese learners of L2 English were invited to three semi-structured interviews to discuss their ideal L2 selves and their future language goals, as well as their opinions on several different technological approaches to representing their ideal L2 selves. Three approaches were shown to participants: (a) 2D and 3D animations, (b) Facial Overlay, and (c) Facial Mask. Within these, several iterations were also included (e.g. with/without background or context). Results indicate that 3D animation currently offers the best approach in terms of realism and animation of facial features, and improvements to Facial Overlay could lead to beneficial results in the future. Approaches using the 2D animations and the Facial Mask approach appeared to have little future potential. The descriptive details of learners' ideal L2 selves also provide preliminary directions for the development of content that might be included in future technology-based interventions.
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| 2. |
- Chan, Letty, et al.
(author)
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Learner archetypes and signature dynamics in the language classroom : A retrodictive qualitative modelling approach to studying L2 motivation
- 2014
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In: Motivational dynamics in language learning. - Bristol : Multilingual Matters. - 9781783092550 ; , s. 238-259
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Book chapter (peer-reviewed)abstract
- This study explores the use of ‘retrodictive qualitative modelling’ (RQM), a novel approach described for L2 research by Dörnyei (2014) that involves the identification of learner archetypes and motivational patterns in empirical research. The method reverses the traditional way of conducting research; it first examines the outcome – that is, the end-states – and then traces back the developmental trajectories leading to this outcome. Situated in a Hong Kong secondary school, we started our project by first asking a teacher focus group to identify salient learner archetypes in their classrooms (Years 7 to 9), and on the basis of these we then conducted in-depth interviews with one prototypical learner from each group. As a result, we gained insights into the ‘signature dynamics’ of the motivational system associated with each prototype. Our focus in this chapter is on evaluating RQM in action. First we report on the processes in which teachers identified learner archetypes and thereafter offer an in-depth analysis of the system dynamics of one of these students. In the final discussion, we list the main methodological lessons that we have learnt from applying RQM.
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| 3. |
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| 4. |
- Davydenko, Sofia, 1977-, et al.
(author)
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Marked on the voice : the visibility experiences of Russian heritage migrants following the war against Ukraine
- 2024
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In: Applied Linguistics Review. - : De Gruyter Open. - 1868-6303 .- 1868-6311. ; 0:0, s. 1-23
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Journal article (peer-reviewed)abstract
- Identities fundamental to the self, such as race and gender, can operatethrough visual markers on the body. Identities related to a person’s heritage, ornationality, can also become visible. However, when physical appearance means thata person can pass as a member of a dominant group, being identified or ‘marked’ asother takes place through language use. In migration contexts, situations where aperson’s heritage or nationality is revealed can lead to experiences of vulnerability.This study investigated the experiences of five Russian-speaking women living inSweden whose migrant backgrounds were not visibly noticeable, up until the pointthat interaction was initiated. Interviews were carried out in the summer of 2022during the Russian invasion of Ukraine. Data was analysed using a double hermeneutic approach. Findings revealed how, following the outbreak of the war, the fearof becoming visible increased. Fears of exposure triggered vigilant behaviours, andan experience of needing to regulate visibility. Results show how the experience ofhaving situational control over visibility could buffer against emotional pain causedby perceptions of negative positionings, and the risk of prejudicial treatment.
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| 5. |
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| 6. |
- Dörnyei, Zoltan, et al.
(author)
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Motivational currents in language learning : Frameworks for focused interventions
- 2016
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Book (other academic/artistic)abstract
- Building on Zoltán Dörnyei's authoritative work in the field of learner motivation, this book introduces a new conceptualization-Directed Motivational Currents (DMCs)-and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation. Going beyond focused behavior in a single activity, DMCs concern intensive long-term motivation. The distinctive feature of the theory is that it views motivation not simply as a springboard for action but also as a uniquely self-renewing and sustainable process. It is this energizing capacity which distinguishes DMCs from almost every other motivational construct described in the research literature. Motivational Currents in Language Learning offers new insights, valuable both to motivation researchers and classroom practitioners. The accessible style, along with plentiful illustrations and practical suggestions for promoting sustained learning, invite readers to think about motivation in a different way. Highly relevant for language teachers, teachers-in-training, teacher educators, and researchers in TESOL and applied linguistics, the book explains how the DMC construct can be integrated into course structures and teaching methodologies, and encourages teachers to try out novel methods for harnessing motivational power in classroom settings. © 2016 Taylor and Francis
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| 7. |
- Dörrnyei, Zoltán, et al.
(author)
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Accounting for long-term motivation and sustained motivated learning : Motivational currents, self-concordant vision, and persistence in language learning
- 2022
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In: Advances in Motivation Science. - : Elsevier Ltd. - 2215-0919.
-
Journal article (peer-reviewed)abstract
- Although temporal conceptualizations of motivational processes have not held center stage in motivation science, the situation is currently changing. Drawing on work in the subfield of language learning motivation, where the motivational endurance needed to master a second language has been a major concern, the aim of this article is to contribute to the body of work currently exploring motivational persistence. After outlining the broader academic context of motivation and time, and describing the disciplinary trajectory of research into language learning motivation, we present two interrelated and multifaceted frameworks that seek to explain long-term motivation and motivational persistence: (a) the notion of a "directed motivational current" which refers to a period of intense, enduring, and self-sustaining engagement within an activity-sequence, and which is phenomenologically akin to an extended flow experience, and (b) a multicomponent framework of long-term motivation that offers a general account of sustained effort in learning. This framework integrates diverse components, such as self-concordant vision, habitual actions, progress checks, and affirmative feedback, and references a motivational process that is characterized by positive emotional loading and passion, and is supported by self-control capacity and self-regulatory skills.
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| 8. |
- Elgemark, Anna, 1974-, et al.
(author)
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An affordance-focused approach for working with authentic materials : A practice-research initiative
- 2023
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In: Collaborative Research in Language Education. - : Mouton de Gruyter. - 9783110787719 - 9783110787535 ; , s. 41-56
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Book chapter (other academic/artistic)abstract
- In Sweden it is now recognized that while teaching should be based on research and proven experience, research-based practice is limited in scope, and classroom teaching is not always informed by findings from educational research. To address this problem, and to develop and test sustainable models of researcher- practitioner collaboration, the Swedish Government has introduced a national system of partnership between schools and universities. Here, research projects are initiated not just by academics, but also by teachers. In each school-university partnership, the aim is to develop and test a model that can support sustainable, research- based practice. The project reported on here addresses one of the major challenges currently facing teachers of English in Sweden, namely the need to create activities that go beyond the textbook, and which students can experience as relevant and meaningful. While the design of activities that enable students to connect content targeted by the curriculum with experiences from informal domains is a challenge for teachers of any subject, for teachers of English the demands multiply. This is because activities need to be modelled in ways that promote the development of linguistic competence. The authors - two language teacher educators, and an upper secondary teacher of English - carried out a project aimed at enabling primary, secondary, and upper secondary teachers of English in a rural municipality to develop design skills encompassing language awareness. Carried out during a single academic year, the project enabled teachers to work collegially, and in collaboration with the teacher educators. Drawing on experiences from the project, the chapter examines the conditions under which the collaboration took place, the challenges faced, beneficial influences on teachers’ practice, and the potential for sustainability
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| 9. |
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Engaging with Work in English Studies : An Issue-Based Approach
- 2021
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Editorial collection (other academic/artistic)abstract
- This edited book focuses on practices of work in late modern society, taking an ‘issue-based’ and interdisciplinary approach to English Studies which acknowledges the impact of globalization on the position of English in the daily existence of millions of people around the world. Envisioning English as “a diverse yet unified subject” where the study of literature, language, and education can be pursued thematically, it constitutes part of an ongoing transformation and revitalization of English Studies. It will be of interest to readers with backgrounds in linguistics, literature and education, as well as fields normally seen as lying ‘beyond’ English Studies such as psychology, sociology, philosophy, urban studies, political science and childhood studies.
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| 10. |
- Febring, Linda, et al.
(author)
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Gränsobjekt och arbetsintegrerat lärande i kombinerad sfi – och yrkesutbildning
- 2022
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In: ASLA-Symposiet 7–8 april 2022 Abstractsamling. - Stockholm : Stockholms universitet.
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Conference paper (other academic/artistic)abstract
- Informell språkinlärning på arbetsplatser har potential för andraspråksinlärning, bl.a. genom att (under särskilda omständigheter) erbjuda möjligheter till att använda språket (Yates, 2017). Alternativet att läsa sfi i kombination med yrkesutbildning finns idag i många kommuner, men det finns få studier av hur dessa integreras och vilken lärandepotential integrering kan ha. Arbetsintegrerat lärande (AIL) handlar om integreringen mellan teori och praktik, och innefattar överbryggande mellan olika lärkontexter. Överbryggningen kan ske genom användning av ett eller flera gränsobjekt, vilken kan ses som en resurs för inlärningen (Akkerman & Bakker, 2011). Ett exempel på ett gränsobjekt kan vara en gemensam webbsida där information, uppgifter etc. från de olika domänerna samlas och att informationen används i respektive domän. Syftet med studien är att undersöka hur gränsobjekt används för att stödja inlärningen i olika domäner i kombiutbildningar. Forskningsfrågan är: Vilka gränsobjekt förkommer i de undersökta programmen och vad har dessa för funktion? I intervjustudien deltog 14 informanter (5 sfi-lärare, 6 yrkeslärare och 3 handledare från två kommuner) intervjuades. Deduktiv tematisk analys användes för att bearbeta datamaterialet med utgångspunkt i en analysmodell skapad utifrån Akkerman and Bakkers (2011) definitioner av gränsöverskridande. Resultatet visar att i fem av de sex studerade yrkesintegrerade sfi-programmen förekom ett flertal gränsobjekt. Exempel på gränsobjekt är fotografier som användes i både sfi- och yrkesundervisningen; verktyg som togs in i sfi-klassrummet och benämndes och beskrevs för eleverna; gemensamma prov mellan sfi- och yrkesämnet, samt laminerade kort på verktyg som övades under sfi-lektionen. Implikationer av dessa resultat kommer att diskuteras
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| 11. |
- Febring, Linda, et al.
(author)
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Gränsobjekt och språklärande i kombinationsutbildningar
- 2022
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In: Språk i praktiken. - Stockholm : Stockholm University. - 9789187884306 ; , s. 106-130
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Book chapter (peer-reviewed)abstract
- I Sverige anordnar många kommuner kombinationsutbildningar, där elever läser kommunal vuxenutbildning i svenska för invandrare (sfi) (SKOLFS 2017:91) i kombination med yrkesutbildning. Trots omfattande satsningar på dessa utbildningar finns det få studier kring undervisning i kombinationsutbildningar.Syftet med denna studie är att bidra med forskning kring undervisning i kombinationsutbildningar genom att undersöka förekomsten av gränsobjekt och deras användning mellan sfi, yrkesämnet och arbetsplatspraktiken i kombinationsutbildningar samt att undersöka hur dessa kan skapa affordancesför språkinlärning. Forskningsfrågan är: Vilka affordances för språkinlärning kan,med hjälp av gränsobjekt, enligt deltagarna uppstå i de undersökta arbetsintegrerade sfi-utbildningarna? Studien bygger på intervjuer med tretton informanter. För bearbetning av datamaterialet användes deduktiv tematisk analys med utgångspunkt i ett analytiskt ramverk, skapat utifrån Akkerman and Bakkers (2011b) definitioner av gränsöverskridande. Resultatet visar att det i våra informanters beskrivningar fanns fem typer av gränsobjekt på de studerade utbildningarna, och dessa hade potential att bidra med både yrkesdomänspecifika affordances och affordances för muntlig kommunikation. Slutligen tas implikationer av studiens resultat upp.
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| 12. |
- Febring, Linda, et al.
(author)
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Gränsobjekt som inlärningsresurser i yrkesintegrerad sfi : en studie i arbetsintegrerat lärande
- 2021
-
In: Ämnesdidaktiska dag Högskolan Väst 20211110.. ; , s. 1-2
-
Conference paper (other academic/artistic)abstract
- BakgrundSfi är en kvalificerad språkutbildning för grundläggande svenskinlärning (SOU, 2020:66). Många kommuner erbjuder sfi i kombination med yrkesutbildning (Skolverket, 2017). Det finns dock få studier om denna typ av program (SOU, 2020:66). I ett yrkesintegrerat sfi-program är intentionen attöva språket både under sfi-lektionerna, yrkeslektionerna och praktiken.TeoriArbetsintegrerat lärande (AIL) innefattar överbryggande mellan olika lärkontexter, exempelvismellan olika inlärningsdomäner på ett yrkesintegrerat sfi-program. Överbryggande kan ske genomanvändning av ett eller flera gränsobjekt (Akkerman & Bakker, 2011a). Ett gränsobjekt har en överbryggande funktion och kan ses som en resurs för inlärningen (ibid.). Ett exempel på ett gränsobjekt kan vara fotografier som tas på praktiken (en domän) men används under lektionerna (en annan domän).Syfte och forskningsfrågaSyftet med studien är att undersöka hur gränsobjekt används för att stödja inlärningen i olikadomäner. Forskningsfrågan är: I de undersökta arbetsintegrerade sfi-utbildningar vilka gränsobjektförkommer och vad har de för funktion?MetodStudien genomfördes som en intervjustudie. 14 deltagare (5 sfi-lärare, 6 yrkeslärare och 3 handledare från två olika kommuner) intervjuades. Deduktiv tematisk analys (Braun & Clarke, 2006) användes för att bearbeta datamaterialet med utgångspunkt i en analysmodell skapad utifrån Akkerman and Bakkers (2011b) definitioner av gränsöverskridande.ResultatResultatet visar att i fem av de sex studerade yrkesintegrerade sfi-programmen förekom ett flertalgränsobjekt. Exempel på gränsobjekt är fotografier från en förskola som användes i både sfi- och yrkes-undervisningen; verktyg som en verkstadslärare tog in i sfi-klassrummet och benämnde och beskrev för eleverna; gemensamma prov mellan sfi- och yrkesämnet; laminerade kort på verktyg som övades under sfi-lektionen; samt fotografier som togs på yrkeslektionen och används för att skriva återberättande texter på sfi:n. Studien är intressant då den anlägger ett AIL-perspektiv på yrkesintegrerade sfi-program och visar hur kopplingar sker mellan olika domäner.
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| 13. |
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| 14. |
- Febring, Linda, et al.
(author)
-
Work integrated language learning : Boundary crossing, connectivity, and L2 affordances
- 2022
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In: Migration and Language Education. - : Castledown Publishers. - 2652-5984. ; 3:1, s. 1-22
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Journal article (other academic/artistic)abstract
- In contexts of transnational migration, language skills provide the key to employability and successful integration into host country societies. To enhance the learning process, and facilitate transitions into the workforce, integrated programs of L2 learning have been developed in several Nordic countries. In these undertakings, language learning, vocational education, and workplace practice are combined, the rationale being that each element is enhanced by the others. Drawing on interviews with L2 teachers, vocational educators, and workplace supervisors on five integrated programs in Sweden, this study explores the ways in which connections between program elements are created. Results indicate that when boundaries are crossed, learning affordances arise. Two categories of affordances are identified. While domain affordances facilitate the development of practice knowledge within a relevant occupational/linguistic sphere, communication affordances facilitate engagement in L2 interaction, and increase students’ willingness to communicate. Implications of the research are assessed, and proposals for the future study of work integrated language learning are made.
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| 15. |
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| 16. |
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| 17. |
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| 18. |
- Henry, Alastair, 1963-
(author)
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A drama of selves : Investigating teacher identity development from dialogical and complexity perspectives
- 2019
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In: Studies in Second Language Learning and Teaching. - Kalisz, Poland : Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University. - 2083-5205 .- 2084-1965. ; 9:2, s. 263-285
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Journal article (peer-reviewed)abstract
- Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
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| 19. |
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| 20. |
- Henry, Alastair, 1963-, et al.
(author)
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Authenticity at Work : English Teachers’ Experiences of Authentic and Inauthentic Acting
- 2021
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In: Engaging with Work in English Studies. - Cham : Springer Publishing Company. - 9783030697204 - 9783030697198 ; , s. 56-68
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Book chapter (other academic/artistic)abstract
- For teachers, self-reflection involves the questions ‘who am I as a teacher?’ and ‘how am I as a teacher?’ While the ‘who’ question involves teacher identity, the ‘how’ question involves self-authenticity. This chapter reports on a study examining the self-authenticity experiences of teachers of English at a secondary school in Sweden. With a focus on narrative evaluations of practice events, three types of authenticity experience are identified: perceptions of authenticity/inauthenticity in relationships, perceptions of authenticity/inauthenticity in the creation of meaningful learning opportunities, and perceptions of frustrated authenticity when managing challenging situations.
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| 21. |
- Henry, Alastair, 1963-, et al.
(author)
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Becoming a Process Researcher of One's Own Development : Using an Identity Mapping Model to Make Sense of Transformation Dynamics During the Practicum
- 2017
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In: Innovative Practices in Language Teacher Education. - Cham : Springer International Publishing. - 9783319517889 - 9783319517896 ; , s. 205-228
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Book chapter (other academic/artistic)abstract
- Inspired by Steenbeek and van Geert’s (2015) proposal that teachers need to become process researchers of their own development, and making use of methods of retroduction, the innovation we present comes in the form of a model that provides preservice language teachers with the knowledge and tools needed to map the dynamics of identity development during practicum periods. We provide an outline of the model and describe how we used it mentoring a group of preservice teachers. When mentors take on the role of complexity coaches and offer insights into complexity principles such as nonlinearity and the interrelationship of timescales, students have opportunities to investigate shifts in their emerging teacher identities, and to identify the signature dynamics of their identity systems. Taking on the role of a process researcher, preservice teachers can gain important self-insights and become able to identify and make sense of identity transformations. By facilitating such insights and providing opportunities for ‘in-the-moment identity management’, the model can play an important role in the process of developing a coherent professional identity.
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| 22. |
- Henry, Alastair, 1963-, et al.
(author)
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Bicultural or Hybrid? : The Second Language Identities of Students on an English-Mediated University Program in Sweden
- 2015
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In: Journal of Language, Identity & Education. - : Informa UK Limited. - 1534-8458 .- 1532-7701. ; 14:4, s. 255-274
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Journal article (peer-reviewed)abstract
- It has been suggested that in foreign language learning and ELF situations, identity might not be implicated in any great extent. Focusing on the impact globalization has on identities, the purpose of this study is to consider whether identity might be involved in Swedish students’ reasons for enrolling on an English-medium university program and, if so, the types of identities students construct. Analyses of data from interviews with 11 students revealed that identities do play a role in students’ enrolment reasons. However, rather than the bicultural identities identified in previous motivational research, the identities emerging here appear hybrid in nature. Along with other recent research, the results indicate that in contexts where English has a prominent social/societal/cultural presence it is implicated in identity construction, and that there is a relationship between identity and ELF. Copyright © Taylor & Francis Group, LLC.
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| 23. |
- Henry, Alastair, 1963-, et al.
(author)
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Can L2 motivation be modelled as a self-system? : A critical assessment
- 2023
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In: System (Linköping). - : Elsevier. - 0346-251X .- 1879-3282. ; 119
-
Journal article (peer-reviewed)abstract
- Some two decades ago, Dörnyei (2005) proposed that motivation for L2 learning could be modelled as a self-system. Despite the profound influence of Dörnyei’s scholarship and impact of the L2 Motivational Self System (L2MSS) model, the fundamental premise that motivation for L2 learning can constitute a self-system has escaped critical scrutiny. Highlighting how the self-system constitutes a framework within which self-referential cognition is organized, and that self-appraisal occurs in relation to socially-derived standards (Bandura, 1978; Higgins, 1990), this article critically assesses the utility of a self-system conceptualization. This is accomplished by addressing five problem areas connected with the L2MSS and which relate to the model’s self-system conceptualization: the “fantasy problem” (nondifferentiation of desire and fantasy), the “ought-to L2 self problem” (unspecificity of relevant others and internalization processes), the “integrativeness problem” (difficulty of incorporating affiliation motives), the “learning experience problem” (failure to account for relational and biographical influences), and the “context problem” (inadequate modelling of learner–environment interactions). Critical engagement with these problem areas demonstrates how the self-system conceptualization embodied in the L2MSS is tightly circumscribed, and how a self-regulatory system framework can provide greater utility.
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| 24. |
- Henry, Alastair, 1963-, et al.
(author)
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Centrifugal-Centripetal Dynamics in the Dialogical Self : A Case Study of a Boundary Experience in Teacher Education
- 2022
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In: Journal of constructivist psychology. - : Taylor & Francis. - 1072-0537 .- 1521-0650. ; 35:2, s. 795-814
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Journal article (peer-reviewed)abstract
- The dialogical self is conceptualized as a dynamically shifting collection of relatively autonomous I-positions. A boundary experience is an event or situation where tension experienced between conflicting I-positions leads to reconfiguration within the dialogical self. In a boundary experience, uncertainty or a challenge can trigger decentering (centrifugal) movements which can disrupt the self’s contingent stability. These movements can be counterbalanced by centering (centripetal) movements aimed at restoring continuity and consistency. Investigating a boundary experience as a process in motion, this individual case study explores centrifugal-centripetal dynamics in the dialogical self of a preservice teacher during a challenging school placement. Data used in the study derives from reflective/reflexive writing in the form of daily contributions to an online discussion between the participant and a dialogue partner. Findings point to the presence of two alternately complementary/conflicting I-positions in the participant’s teacher identity system and shed light on the roles played by meta- and promoter positions in addressing identity tensions. Recognizing how a boundary experience can be distributed across a range of events, each of which can contribute to processes of reconfiguration, the study underscores the importance of investigating transformative experiences in contexts of professional learning.
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| 25. |
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| 26. |
- Henry, Alastair, 1963-
(author)
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Conceptualizing Teacher Identity as a Complex Dynamic System : The Inner Dynamics of Transformations During a Practicum
- 2016
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In: Journal of Teacher Education. - : SAGE Publications. - 0022-4871 .- 1552-7816. ; 67:4, s. 291-305
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Journal article (peer-reviewed)abstract
- Currently, the inner dynamics of teacher identity transformations remain a “black box.†Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of “being someone who teaches†in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes at play when transitions between identities occur. Using a single-case design, and drawing on intra- and inter-personal data collected across three timescales, the identity transformations of a preservice teacher during a practicum are examined as a process in motion. The study offers a systemic account of the participant’s teacher identity experiences, analyses revealing oscillations between two identity positions and a pattern of multi-stability. It is suggested that complexity approaches can be valuably used in mentoring processes to help students make sense of identity transformations and the conditions under which they occur. In the longer term, support of this kind can have a positive impact on teacher retention.
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| 27. |
- Henry, Alastair, 1963-
(author)
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Contexts of possibility in simultaneous language learning : using the L2 Motivational Self System to assess the impact of global English
- 2010
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In: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 31:2, s. 149-162
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Journal article (peer-reviewed)abstract
- 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.
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| 28. |
- Henry, Alastair, 1963-, et al.
(author)
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Critical Perspectives
- 2019. - First edition
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In: Motivational practice. - Lund : Studentlitteratur AB. - 9789144118482 ; , s. 315-320
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Book chapter (other academic/artistic)
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| 29. |
- Henry, Alastair, 1963-
(author)
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Digital games and ELT : bridging the authenticity gap
- 2013. - 1
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In: International perspectives on motivation. - Houndmills : Palgrave Macmillan. - 9781137000897 ; , s. 133-155
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Book chapter (other academic/artistic)abstract
- In this chapter I will suggest that in cultural contexts such as Sweden where English is an integral part of young people’s everyday lives and is encountered and used in a range of out-of-school domains, a particular challenge facing teachers is not so much generating motivation to succeed in long-term competency goals, but rather engaging students in day-to-day classroom activities. Based on the idea that self-authenticity can have a motivating force (Gecas 1991; Vannini 2006; Vannini and Burgess 2009) and drawing on James Paul Gee’s recent work on affinity spaces (Gee 2005; Hayes and Gee 2010), I will argue that teachers of English need to create learning opportunities where students can experience the types of creative and self-relevant interaction commonplace in digital gaming. This does not mean that teachers should look to leisure-time domains with an eye to the wholesale import of youth culture content into the classroom, but, rather, that greater scope should be given to aesthetic and personal expression in activity design. In arguing that there is a growing authenticity gap between the English students learn in school and the English they use outside, I will begin the chapter by looking at the sorts of things young people in Sweden do in their free time.
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| 30. |
- Henry, Alastair, 1963-
(author)
-
Directed Motivational Currents : Extending the Theory of L2 Vision
- 2019
-
In: The Palgrave Handbook of Motivation for Language Learning. - Cham : Palgrave Macmillan. - 9783030283797 - 9783030283803 ; , s. 139-161
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Book chapter (peer-reviewed)abstract
- This chapter introduces the idea of directed motivational currents (DMCs), and maps out the conceptual antecedents. Explaining how the construct is an extension of Dörnyei’s theory of L2 vision, it describes the components and phenomenology of DMCs. It explains how DMCs differ from peak experiences of optimal functioning conceptualized in Csikszentmihalyi’s theory of flow, how energy is directed by a self-concordant goal coupled with a matching vision of success, and how in a DMC conscious self-regulation is unnecessary. The chapter explains how DMCs can function at individual and group levels. In light of research findings, the validity of the construct is examined. The chapter explains how the DMC construct provides a template for understanding enduring motivation, and a framework for focused interventions in language classrooms.
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| 31. |
- Henry, Alastair, 1963-, et al.
(author)
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Disaffection and agentic engagement : ‘Redesigning’ activities to enable authentic self-expression
- 2020
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In: Language Teaching Research. - : SAGE Publications. - 1362-1688 .- 1477-0954. ; 24:4, s. 456-475
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Journal article (peer-reviewed)abstract
- 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.
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| 32. |
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| 33. |
- Henry, Alastair, 1963-
(author)
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Enablements and constraints : Inventorying affordances associated with lingua franca English
- 2016
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In: International Journal of Bilingual Education and Bilingualism. - : Informa UK Limited. - 1367-0050 .- 1747-7522. ; 19:5, s. 488-510
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Journal article (peer-reviewed)abstract
- Transcultural flows of capital, culture and communication have created conditions for the widespread movement of people around the globe, leading to increasing diversity in countries of destination. In contexts of global migration lingua franca English is indispensable in initial and survival communication. For migrants to northern European countries where lingua franca English functions as a 'contact language' in 'contact zone encounters', it is of value not only as a communication medium, but also as a resource for learning typologically similar host-country languages. Drawing on the concept of affordances, the purpose of this study is to create an inventory of the ways in which English can facilitate, but also constrain social interaction and the acquisition of Swedish. Interviews conducted with 14 recently arrived migrants with English in their repertoires revealed the presence of enabling and constraining affordances in social, classroom, material and cognitive domains. Discussing the study findings, it is suggested that the ways in which the individual attunes to an affordance associated with English, perceiving it as either enabling or constraining, is dependent on their current motivational and affective state and in-the-moment cognitive processing
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| 34. |
- Henry, Alastair, 1963-, et al.
(author)
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Engagement with Technology : Gaming, Immersion and Sub-Optimal Experiences
- 2019
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In: Technology in Language Teaching & Learning. - : Castledown Publishers. - 2652-1687. ; 1:2, s. 52-67
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Journal article (peer-reviewed)abstract
- This conceptual article focuses on student engagement, and the use of digital games in language classrooms. In making a contribution to the mapping of student engagement across SLA (Dörnyei, 2019a), and in line with the need to use established theories to develop insights into engagement when L2 learning involves digital games, a case is made for the concept of immersion (Brown & Cairns, 2004). The concept is first introduced. Then, to explain how immersion can contribute in understanding student engagement with digital games, an example of engaged gameplay from a classroom ethnographic project in Sweden is provided. Drawing on this example, immersion is contrasted with the more established concepts of L2 willingness to communicate and flow. These comparisons show how immersion captures a form of engaged behaviour particular to playing video games, and which is distinct from other types of focused behaviour previously identified in L2 learning contexts. It is suggested that immersion can make a significant contribution to understanding engagement in contemporary classrooms: it captures engaged behaviour of varying intensity, validated measurement instruments exist, and it can be used in multi-variable designs. Although immersion captures engagement particular to gaming experiences, it has potential to extend to other digital technologies.
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| 35. |
- Henry, Alastair, 1963-
(author)
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Examining the impact of L2 English on L3 Selves : A case study
- 2011
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In: International Journal of Multilingualism. - : Routledge. - 1479-0718 .- 1747-7530. ; 8:3, s. 235-255
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Journal article (peer-reviewed)abstract
- 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.
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| 36. |
- Henry, Alastair, 1963-, et al.
(author)
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Exploring language learners’ self-generated goals : Does self-concordance affect engagement and resilience?
- 2023
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In: System (Linköping). - : Elsevier. - 0346-251X .- 1879-3282. ; 112, s. 1-12
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Journal article (peer-reviewed)abstract
- Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive effects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners’ goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.
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| 37. |
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| 38. |
- Henry, Alastair, 1963-
(author)
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Gender differences in L2 motivation : A reassessment
- 2011
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In: Gender Gap. - New York : Nova Science. - 9781617282928 ; , s. 81-101
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Book chapter (other academic/artistic)abstract
- Along with aptitude, motivation is the primary determiner of learning outcomes in second language (L2) learning. Widely regarded as an activity especially suited to girls, empirical studies from different sociocultural contexts have, with few exceptions, revealed systematic gender differences in L2 motivation. In particular, gender differences are most apparent in relation to establishing an affinity with other L2 speakers, the ability and willingness to identify with the values associated with L2 ethnolinguistic communities and a lack of ethnocentricity. Together these attributes have been categorized as integrativeness (Gardner, 1985). Explanations for observed gender differences vary and, other than a general recognition of the impact of social norms and gender role expectations, no overarching theoretical explanation has yet been attempted. Given the recent paradigm shift in the conceptualization of L2 motivation from a social psychological approach based on identifications with other groups of speakers, to one based on the learner’s internal identification of a future language speaking ‘self’, a timely opportunity is presented to review previous findings. Following an initial discussion of the paradigm shift in L2 motivation theory and the role of gender in conceptions of the self, the literature on the gender gap in integrativeness is reviewed through the lens of self-related theories. A tentative explanation for observed differences that synthesizes the results of previous research and is theoretically consistent with a self approach is proposed. Drawing on the work of, amongst others, Jordan, Kaplan, Miller, Stiver and Surrey (1991), Markus and Kitayama (1991) and Cross and Madson (1997) it is suggested that gender differences can be understood in relation to processes involving the construction and construal of selves, where the selves of males are characterized by independence whilst those of females emphasize interdependence.
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| 39. |
- Henry, Alastair, 1963-, et al.
(author)
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Generating Engagement : A Content Analysis of the Motivational Qualities in EFL Teachers’ Descriptions of Motivating Activities
- 2015
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Conference paper (other academic/artistic)abstract
- Students’ declining motivation to learn English in school presents a major challenge for teachers (Ushioda, 2013) and motivation researchers need to help them “find ways of eliciting, enhancing, and sustaining students’ motivation” (Guilloteaux, 2013: 3). While recent publications (e.g. Dörnyei & Kubanyiova, 2014; Gregersen & Macintyre, 2014) offer theoretically-based, practically-oriented guidance on generating motivation, focus tends to be on the development of language-speaker/user self-concepts over longer timescales. In the research literature on materials design, itself an under-explored area (Gilmore, 2012), focus has been directed to the effectiveness of tasks as classroom input, rather than their motivational qualities. Faced with a daily need to deliver motivating activities, teachers are poorly supported by principled advice. With the aim of contributing to the development of effective practice, and recognizing that “the accumulated wisdom of best practices in the teaching profession considerably exceeds the significance of the findings of empirical investigations” (Dörnyei, 2009: 267), the purpose of the research presented here is to examine the language learning activities teachers themselves consider motivational.An electronic questionnaire was distributed to 325 teachers of English from a randomly-drawn sample of 65 secondary schools in Sweden. An open-ended question invited teachers to describe an activity carried out in the current/previous term which they experienced as generating student motivation. Quantitative and qualitative content analysis techniques were employed in the analysis of these descriptions. Drawing on activity-relevant motivational factors outlined by Dörnyei and Csizér (1998), Ushioda’s (2011) principles for motivating learners ‘to speak as themselves’, and Henry’s (2013) identification of the motivational potential of activities with ‘affinity space’ features (Gee, 2007), analyses were guided by five overarching motivational characteristics; Interest, Personal relevance, Autonomy, Invoking transportable identities and Affinity space features. Recurring themes, frequencies, and exemplar activities are presented and tentative proposals are made for practice development.SUMMARYIn delivering motivational activities, teachers are poorly supported by principled advice. The research objectives were to examine activities teachers consider motivational. Descriptions of activities provided by Swedish EFL teachers from a randomly-drawn sample (N=325) were analysed. Themes, frequencies, and exemplar activities are presented. Proposals for practice development are offered.
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| 40. |
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| 41. |
- Henry, Alastair, 1963-, et al.
(author)
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Inledning
- 2011. - 1
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In: Läraryrket. - Lund : Studentlitteratur. - 9789144068497 ; , s. 11-17
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Book chapter (other academic/artistic)
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| 42. |
- Henry, Alastair, 1963-, et al.
(author)
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Interactive learning in culture studies
- 2003
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In: Proceedings from the 8th Nordic Conference on English Studies. - Göteborg : Acta Universitatis Gothoburgensis. - 9173464589 ; , s. 319-332
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Book chapter (peer-reviewed)abstract
- This paper will outline a text-based teaching strategy for culture courses and in particular will examine the contribution that ’in-text’ questions can make towards generating ’deep approaches’ to learning when they are used in a collaborative setting. A course in the history of literature and the cultural context of that literature’s reception can often involve one-way communication and a significant amount of verbatim learning. The memorisation of authors’ names, the titles and dates of works, as well as the process of categorisation (placing those works in periods or genres) are activities that reward surface approaches to learning but which are deemed a necessary evil, even by the most pedagogically-minded instructors. The purpose of this project has been to move away from such methods. In implementing this model for text-based, collaborative learning, we asked ourselves two things: First, could the use of carefully formulated in-text questions in a student-oriented, interactive setting encourage a deep, rather than a surface approach to learning, and second, could such a course help to solve the budget-versus-quality dilemma created by the steadily decreasing number of contact hours teachers are permitted to schedule, while still maintaining high educational standards.
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| 43. |
- Henry, Alastair, 1963-, et al.
(author)
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Introduction : Engaging with Worki n Worlds of Change
- 2021
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In: Engaging with Work in English Studies. - Cham : Springer Publishing Company. - 9783030697198 - 9783030697204 ; , s. 1-17
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Book chapter (other academic/artistic)abstract
- In a globalized world, English Studies is in need of transformation. Serving as an introduction to the anthology, this chapter makes the case for an issue-based approach to English Studies where engagement is sought with fields beyond traditional disciplinary boundaries. From the position that English Studies can be understood as a form of participatory action — where English Studies is brought into the world and the world is brought into English Studies — the chapter examines practices of work in contemporary society, and previews the volume’s contributions.
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| 44. |
- Henry, Alastair, 1963-, et al.
(author)
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L2 Motivation and Digital Technologies
- 2019
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In: The Palgrave Handbook of Motivation for Language Learning.. - Cham : Palgrave Macmillan. - 9783030283797 - 9783030283803 ; , s. 599-619
-
Book chapter (peer-reviewed)abstract
- This chapter uses Self Determination Theory (Deci & Ryan, Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press, 1985) as a lens through which to review research describing motivational influences associated with digital technologies. Motivational effects are traced to pleasure generated from technology use (intrinsic motivation), and to the satisfaction of three basic psychological needs that generate and sustain high-quality motivation; the manner in which digital technologies enable learners to connect to others (relatedness); experiences of agency and independence in using the L2 in digital spaces (autonomy); and the generation of linguistic self-confidence (competence). Adopting an interdisciplinary position, it is suggested that in addition to understanding the effects of these “psychological nourishments” (Rigby & Ryan, The Routledge handbook of media use and well-being (pp. 34–48). New York: Routledge, 2017), there is a need for broader conceptualizations of motivational influences. Three concepts with particular relevance to L2 motivation are identified: the development of L2 vision through learners’ engagement with digital media, influences stemming from appraisals of verisimilitude when a digital technology forms a part of learning, and the effects of personal validation seeking when L2 media is created in networked environments.
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| 45. |
- Henry, Alastair, 1963-
(author)
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L2 Motivation and Multilingual Identities
- 2017
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In: The Modern language journal. - : Wiley. - 0026-7902 .- 1540-4781. ; 101:3, s. 548-565
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Journal article (peer-reviewed)abstract
- 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.
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| 46. |
- Henry, Alastair, 1963-
(author)
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L3 Motivation
- 2012
-
Doctoral thesis (other academic/artistic)abstract
- The purpose of this thesis was to study secondary school students' motivation to learn a second foreign language in addition to English. In addition to the empirical investigation of L3 motivation over a program of study and the testing of the widely-held assumption that L2 English impacts negatively on L3 motivation, the aim was also to contribute to the conceptual development of self-based motivation theory by examining the evolution and development of language-speaking/using selves, and by addressing the issue of interference between different self-guides. In Studies I and II the L3 motivational trajectories of two samples of secondary school students (n=532, n=169) were mapped across grades 4 – 6 (Study I) and grades 6 – 9 (Study II), with a particular focus on differences in the trajectories of girls' and boys' ideal language-speaking/using selves. The results of Studies I and II revealed a pattern where initial gender differences, although remaining stable after a year of learning, thereafter follow different developmental paths. While boys' ideal L3 selves declined by the end of grade 9, girls' ideal L3 selves became stronger. Although a similar pattern was found for L2 English selves, the gender gap here was not as marked. In Study III the hypothesis that, as a result of negative cross-referencing between ideal L2 and ideal L3 selves, L2 English would have a negative effect on L3 motivation was tested in a sample of 9th grade students (n= 101). Analysis of the data indicates that students are aware of the ideal L2 English self in L3 learning situations and support was found for the hypothesised negative effect on L3 motivation, with the impact being stronger among boys. In Study IV the hypothesised processes of negative cross-referencing were examined in a series of in-depth interviews with four participants selected using a maximum variation sampling strategy. Analysis of the data revealed that when cross-referencing takes place, some students seem to invoke counteracting resources. In the discussion of the findings it is suggested that, rather than interference, competition may provide a conceptually more coherent descriptor of the processes of cognition that take place in the working self-concept when more than one possible language self is active. The implications of the findings for theoretical development are discussed in relation to both qualitative applications of the L2 Motivational Self System (Dörnyei, 2005), and the proposed ID component in the Dynamic Model of Multilingualism (Herdina & Jessner, 2002). Finally, the educational implications of the findings are discussed and a series of proposals for classroom interventions are put forward
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| 47. |
- Henry, Alastair, 1963-
(author)
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Learner–environment adaptations in multiple language learning : casing the ideal multilingual self as a system functioning in context
- 2020
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In: International Journal of Multilingualism. - : Informa UK Limited. - 1479-0718 .- 1747-7530. ; , s. 1-18
-
Journal article (peer-reviewed)abstract
- 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.
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| 48. |
- Henry, Alastair, 1963-, et al.
(author)
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Motivation and funds of knowledge
- 2019. - First edition
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In: Motivational practice. - Lund : Studentlitteratur AB. - 9789144118482 ; , s. 161-186
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Book chapter (other academic/artistic)
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| 49. |
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| 50. |
- Henry, Alastair, 1963-, et al.
(author)
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Motivation, Gender, and Possible Selves
- 2013
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In: Language learning. - : Wiley. - 0023-8333 .- 1467-9922. ; 63:2, s. 271-295
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Journal article (peer-reviewed)abstract
- Despite the consistency with which gender differences have been found in second language motivation, little systematic research has taken place on motivation and gender to date. Permeating self-concept development, gender impacts not only current selves but also future-oriented possible selves. In construing possible selves, females tend to emphasize interdependence, meaning they invest more in interpersonal relationships and self-other interaction. Based on instruments measuring ideal language-speaking/using selves and an interdependent self-construal in a sample of 140 female and 129 male adolescents enrolled in the final year of secondary education in Sweden, and using confirmatory factor analysis, support was found for the hypothesis that gender-related variance on a measure of the ideal language-speaking/using self could be accounted for by an interdependent self-construal. In discussing the results, further avenues for exploring the impact of gender on possible selves using more contextually sensitive research designs are presented. © 2013 Language Learning Research Club, University of Michigan.
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