Beyond Global English
Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue
Bibliographic Data
| ID | 23367378 |
|---|---|
| Authors | Ema Ushioda (0000-0001-9240-6208, University of Warwick), Zoltán Dörnyei (0000-0002-7820-1254, University of Nottingham, School of English, University Park Nottingham NG7 2RD United Kingdom) |
| Year | 2017 |
| Volume | 101 |
| Issue | 3 |
| Pages | 451-454 |
| Publication date | 2017-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12407 |
| Language | EN |
| Citations received | 75 |
| References cited | 11 |
This special issue takes a critical look at a largely uncharted area of language learning motivation: the motivation to learn languages other than English (LOTEs) in an era of globalization and multilingualism. Most 21st‐century literature on motivation in second language acquisition has focused on the learning of English, whose dominant status as a global language has significantly shaped current conceptualizations of second language motivation in relation to notions of self and identity. In an effort to redress this balance, the articles in this special issue critically examine two key questions: (a) How far are current theoretical perspectives adequate to account for motivation to learn LOTEs? and (b) What impact does global English have on motivation to learn other second or foreign languages in a globalized yet multicultural and multilingual world? In examining these core questions across a range of sociopolitical and educational settings, this issue brings together broader sociological as well as individual–psychological perspectives on motivation to learn LOTEs.
Navigating Japanese language learning at an EMI university in Japan
Study Abroad as a Pedagogical Framework
Motivation in Second Language Acquisition
Meta-analysis of the impact of Augmented Reality on students’ learning gains
Religious Beliefs and Foreign Language Attitude
An analysis of the impact of the L1 on bilinguals' writing competence
Metasynthesis of Research on International Teaching Assistants in Higher Education
Motywacja czy rozczarowanie
Community presence, motivation, and identity
Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland
A Q Methodology Study Into Vision of Italian L2 University Students
Multilingualism and persistence in multiple language learning
Heritage identity and Indigenous language learning motivation
Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology
Tracking language learners’ motivations within a translanguaging perspective
Chinese students’ motivation for learning German and French in an intensive non-degree programme
Chinese university students’ multilingual learning motivation under contextual influences
The ideal multilingual self
Exploring the motivations and emotions of Filipino learners of languages other than English
The spiritual vision for learning Arabic and beyond
The ideal multilingual self of individuals in conflict-affected situations
Negotiating racialized third-space personae as multilingual professionals
Intercultural encounters and their influence on willingness to communicate in a second language other than English
Beyond pride
Chinese learners’ Swahili learning motivational trajectories
Attitudes toward the spread of English and language learning motivation
Navigating undergraduate students’ (dis)investments, language learning strategies, and future vision for learning Chinese in Kazakhstan
Learning Arabic as a second language in Saudi universities
The emergence of the multilingual motivational system in Chinese learners
Does informal digital language learning really contribute to second language achievement? Evidence from a multilevel meta-analysis
Understanding motivation for learning languages other than English
Current L2 self-concept of Finnish comprehensive school students
A motivational process model explaining L2 Saudi students’ achievement of English
When CLIL is for all
If they are going to university, they are gonna need a language GCSE’
Introduction
Self-determination for all language learners
Self-guide distinctions and episodic memory in L2 motivation
The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of Lote
Mapping the landscape of research on the L2 motivational self system theory (2005–2021)
A reconceptualisation of native speakerism
Learning French as a foreign language in a globalised world
‘If we don’t study the language, the history will be lost’
The case of a missing person? The current L2 self and the L2 Motivational Self System
International Students’ Investment in Learning Cantonese, English, Mandarin, and Portuguese in Multilingual Macao
Motivations for Learning Korean in Vietnam
Native-Speakerness, Gender, Race, and Age
Understanding university students’ (dis)investments and identity negotiation for learning German in Kazakhstan
The trends and developments of L2 Japanese research in the 2010s
Technological disruption in foreign language teaching
Understanding multilingual student motivation through ideal self and international posture
The role of positive and negative psychological factors in predicting effort and anxiety toward languages other than English
Learning experience reigns – Taiwanese learners’ motivation in learning eight additional languages as compared to English
The effect of perception of Spanish-speaking communities on the development of attitudes and motivation towards learning Spanish as a second language
Depicting the dynamicity and variability of minority language learners’ directed motivational currents (DMCs)
Appreciation of multilingual teaching activities by secondary school students in Germany
Profiling Chinese university students’ motivation to learn multiple languages
Accessing a global community through L2 learning
Exploring complex multilingual motivation types among Chinese students majoring in dual foreign languages
Being monolingual has a certain stigma’
Conceptualising English L1 speakers’ motivation for learning L2 Chinese in Australian universities
The role of demographic, linguistic and social-psychological factors in explaining plurilingual self-assessment of immigrant youth
Heritage language revitalisation and music
Obituary for Zoltán Dörnyei (1960–2022)
Motivation for Lote learning
Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program
How important is studying languages for undergraduate students and why (not) study languages
Systemic and personal factors that affect students' elective language other than English enrollment decisions
Motivation to learn languages other than English
L2 motivation, anxiety, and intended effort among learners of African languages in the United States
Relationships Among English Language Proficiency, Self-efficacy, Motivation, Motivational Intensity, and Achievement in an ESP/EAP Context
Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way
Sixty Years of Language Motivation Research
Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools
Motivating Traditional Musicians to Learn a Heritage Language in Gaelic Nova Scotia
| Unique citing works | 75 |
|---|---|
| Citations per year | 8,33 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 74 |