LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Ushioda, Ema (2006)
Publisher: Routledge
Languages: English
Types: Article
Subjects: P1
In this paper, I propose that we need to develop an appropriate set of conceptual tools for examining motivational issues pertaining to linguistic diversity, mobility and social integration in a rapidly changing and expanding Europe. I begin by drawing on research that has begun to reframe the concept of integrative motivation in the context of theories of self and identity. Expanding the notion of identity, I discuss the contribution of the Council of Europe's European Language Portfolio in promoting a view of motivation as the development of a plurilingual European identity and the enabling of access and mobility across a multilingual Europe. Next, I critically examine the assumption that the individual pursuit of a plurilingual identity is unproblematic, by highlighting the social context in which motivation and identity are constructed and embedded. To illuminate the role of this social context, I explore three inter-related theoretical frameworks: poststructuralist perspectives on language motivation as 'investment'; sociocultural theory; and theories of autonomy in language education. I conclude with the key message that, as with autonomy, language motivation today has an inescapably political dimension of which we need to take greater account in our research and pedagogical practice.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Benson, P. (1997) The philosophy and politics of learner autonomy. In P. Benson and P. Voller (eds) Autonomy and Independence in Language Learning (pp. 18 34). London and New York: Longman.
    • Block, D. (2002) McCommunication: A problem in the frame for SLA. In D. Block and D. Cameron (eds) Globalization and Language Teaching (pp. 117 133). London and New York: Routledge.
    • Bourdieu, P. (1991) Language and Symbolic Power. Cambridge: Polity Press.
    • Breidbach, S. (2003) Plurilingualism, democratic citizenship in Europe and the role of English. Strasbourg: Council of Europe. On WWW at http://www.coe.int/. Accessed 25.2.05.
    • Bremer, K., Roberts, C., Vasseur, M-T., Simonot, M. and Broeder, P. (1996) Achieving Understanding: Discourse in Intercultural Encounters . London: Longman.
    • Canagarajah, S. (2003) Multilingual writers and the struggle for voice in academic discourse. In A. Pavlenko and A. Blackledge (eds) Negotiation of Identities in Multilingual Contexts (pp. 266 289). Clevedon: Multilingual Matters.
    • Council of Europe (2001) A Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
    • Crystal, D. (2003) English as a Global Language (2nd edn). Cambridge: Cambridge University Press.
    • Deci, E.L. and Flaste, R. (1996) Why We Do What We Do: Understanding Self-Motivation . New York: Penguin.
    • Dewey, J. (1916/1966) Democracy and Education . New York: Free Press. (First published 1916).
    • DiPardo, A. and Potter, C. (2004) Beyond cognition: A Vygotskian perspective on emotionality and teachers' professional lives. In A. Kozulin, B. Gindis, V.S. Ageyev and S.M. Miller (eds) Vygotsky's Educational Theory in Cultural Context (pp. 317 345). Cambridge: Cambridge University Press.
    • D o¨rnyei, Z. (2001) Teaching and Researching Motivation . Harlow: Longman.
    • D o¨rnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition . Mahwah, NJ: Lawrence Erlbaum.
    • D o¨rnyei, Z. and Csize´r, K. (2002) Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics 23 (4), 421 462.
    • Gardner, R.C. and Lambert, W.E. (1972) Attitudes and Motivation in Second-Language Learning . Rowley, MA: Newbury House.
    • Genesee, F., Rogers, P. and Holobow, N. (1983) The social psychology of second language learning. Another point of view. Language Learning 33, 209 224.
    • Giddens, A. (2000) Runaway World: How Globalization is Reshaping our Lives . New York: Routledge.
    • Graddol, D. (2001) English in the future. In A. Burns and C. Coffin (eds) Analysing English in a Global Context (pp. 26 37). London and New York: Routledge.
    • Holliday, A. (2003) Social autonomy: Addressing the dangers of culturism in TESOL. In D. Palfreyman and R.C. Smith (eds) Learner Autonomy Across Cultures: Language Education Perspectives (pp. 110 126). Basingstoke: Palgrave Macmillan.
    • Introduction to the European Language Portfolio (no date) Council of Europe Language Policy Division. On WWW at http://culture2.coe.int/portfolio. Accessed 25.2.05.
    • Jenkins, J. (2003) World Englishes . London: Routledge.
    • Karpov, Y. (2004) Development through the lifespan. A neo-Vygotskian approach. In A. Kozulin, B. Gindis, V.S. Ageyev and S.M. Miller (eds) Vygotsky's Educational Theory in Cultural Context (pp. 138 155). Cambridge: Cambridge University Press.
    • Kymlicka, W. and Patten, A. (2003a) Language rights and political theory. Annual Review of Applied Linguistics 23, 3 21.
    • Kymlicka, W. and Patten, A. (eds) (2003b) Language Rights and Political Theory. Oxford: Oxford University Press.
    • Lamb, M. (2004) Integrative motivation in a globalizing world. System 32, 3 19.
    • Lazenby Simpson, B. (2003) Second language learning: Providing for immigrant learners. In D. Little, J. Ridley and E. Ushioda (eds) Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (pp. 198 210). Dublin: Authentik.
    • Little, D. (1999) Developing learner autonomy in the foreign language classroom: A social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses 38, 77 88.
    • Little, D. (2002) The European Language Portfolio: Structure, origins, implementation and challenges. Language Teaching 35 (3), 182 189.
    • Markus, H. and Nurius, P. (1987) Possible selves: The interface between motivation and the self-concept. In K. Yardley and T. Honess (eds) Self and Identity: Psychosocial Perspectives (pp. 157 172). Chichester: John Wiley & Sons.
    • McGroarty, M. (1998) Constructive and constructivist challenges for applied linguistics. Language Learning 48 (4), 591 622.
    • Meisel, J. (1977) Linguistic simplification: A study of immigrant workers' speech and foreigner talk. In S.P. Corder and E. Roulet (eds) The Notions of Simplification, Interlanguages and Pidgins in their Relation to Second Language Pedagogy (pp. 88 113). Geneva: Librairie Droz.
    • Meisel, J., Clahsen, H. and Pienemann, M. (1981) On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition 3, 109 135.
    • Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and Educational Change . Harlow: Longman.
    • Norton, B. (2001) Non-participation, imagined communities and the language classroom. In M.P. Breen (ed.) Learner Contributions to Language Learning (pp. 159 171). Harlow: Longman.
    • Norton, B. and Toohey, K. (2001) Changing perspectives on good language learners. TESOL Quarterly 35 (2), 307 322.
    • Norton Peirce, B. (1995) Social identity, investment, and language learning. TESOL Quarterly 29 (1), 9 31.
    • Oxford, R.L. (2003) Towards a systematic model of L2 learner autonomy. In D. Palfreyman and R.C. Smith (eds) Learner Autonomy Across Cultures: Language Education Perspectives (pp. 75 91). Basingstoke: Palgrave Macmillan.
    • Pavlenko, A. (2002) Poststructuralist approaches to the study of social factors in second language learning and use. In V. Cook (ed.) Portraits of the L2 User (pp. 277 302). Clevedon: Multilingual Matters.
    • Pavlenko, A. and Blackledge, A. (eds) (2003) Negotiation of Identities in Multilingual Contexts . Clevedon: Multilingual Matters.
    • Pennycook, A. (1997) Cultural alternatives and autonomy. In P. Benson and P. Voller (eds) Autonomy and Independence in Language Learning (pp. 35 53). London and New York: Longman.
    • Pintrich, P.R. and Schunk, D.H. (2002) Motivation in Education: Theory, Research and Applications (2nd edn). Upper Saddle River, NJ: Merrill Prentice Hall.
    • Richterich, R. and Chancerel, J.L. (eds) (1980) Identifying the Needs of Adults Learning a Foreign Language . Oxford: Pergamon.
    • Rueda, R. and Moll, L.C. (1994) A sociocultural perspective on motivation. In H.F. O'Neil, Jr. and M. Drillings (eds) Motivation: Theory and Research (pp. 117 137). Hillsdale, NJ: Lawrence Erlbaum.
    • Ryan, R.M. and Deci, E.L. (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25, 54 67.
    • Swain, M., Brooks, L. and Tocalli-Beller, A. (2002) Peer peer dialogue as a means of second language learning. Annual Review of Applied Linguistics 22, 171 185.
    • Thorne, S.L. (2000) Second language acquisition theory and the truth(s) about relativity. In J.P. Lantolf (ed.) Sociocultural Theory and Second Language Learning (pp. 219 243). Oxford: Oxford University Press.
    • Toohey, K. and Norton, B. (2003) Learner autonomy as agency in sociocultural settings. In D. Palfreyman and R.C. Smith (eds) Learner Autonomy Across Cultures: Language Education Perspectives (pp. 58 72). Basingstoke: Palgrave Macmillan.
    • Ushioda, E. (1996) Learner Autonomy 5: The Role of Motivation . Dublin: Authentik.
    • Ushioda, E. (2003a) Engaging with the curriculum through the European Language Portfolio. Neusprachliche Mitteilungen 56 (3), 147 153.
    • Ushioda, E. (2003b) Motivation as a socially mediated process. In D. Little, J. Ridley and E. Ushioda (eds) Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (pp. 90 102). Dublin: Authentik.
    • Ushioda, E. (in press) Motivation, autonomy and sociocultural theory. In P. Benson (ed.) Learner Autonomy 8: Insider Perspectives on Autonomy in Language Learning and Teaching . Dublin: Authentik.
    • Ushioda, E. and Ridley, J. (2002) Working with the European Language Portfolio in Irish post-primary schools: Report on an evaluation project. CLCS Occasional Paper No. 61. Dublin: Trinity College.
    • van Ek, J. (1975) Threshold Level English . Oxford: Pergamon.
    • van Lier, L. (1996) Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
    • van Lier, L. (2000) From input to affordance: Social-interactive learning from an ecological perspective. In J.P. Lantolf (ed.) Sociocultural Theory and Second Language Learning (pp. 245 259). Oxford: Oxford University Press.
    • Vygotsky, L. (1978) Mind and Society. The Development of Higher Order Psychological Processes . Cambridge, MA and London: Harvard University Press.
    • Vygotsky, L. (1986) Thought and Language . Cambridge, MA: MIT Press.
    • Wright, S. (2000) Community and Communication: The Role of Language in Nation State Building and European Integration . Clevedon: Multilingual Matters.
    • Yashima, T. (2002) Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal 86 (1), 54 66.
    • Yashima, T., Zenuk-Nishide, L. and Shimizu, K. (2004) The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning 54 (1), 119 152.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article