Language learning motivation and projected desire: an interview study with parents of young language learners

Luk Van Mensel, Julie Deconinck

Résultats de recherche: Contribution à un journal/une revueArticle

Résumé

Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfillment. This paper takes two different theoretical frameworks as points of departure (Dörnyei’s ‘L2 Motivational Self System’ and Kramsch’s ‘desire in language’), but it looks at the motivation/desire of the parents of young language learners, rather than at the learners themselves. Based on in-depth interviews about language and identity with 9 parents of various linguistic and social backgrounds in Brussels (Belgium), the data reveal that these parents frequently had vivid mental images of what their multilingual children could achieve in the future (in contrast to their own ‘monolingual’ achievements). Additionally, they imagined their children having future access to a range of identity options thanks to this multilingual education. In this way, we show that ‘desire in language’ is not limited to the construction of an inwardly generated identity; it can also be projected outwardly onto other individuals, in this case by parents onto their children.
langueAnglais
journalInternational Journal of Bilingualism and Bilingual Education
Date de mise en ligne précoce2017
Les DOIs
étatE-pub ahead of print - 2017

Empreinte digitale

learning motivation
parents
interview
language
social background
identity formation
Belgium
Language
Language Learning Motivation
linguistics
education

Citer ceci

@article{78e1f8258bad4dd7a8964450f190ddc5,
title = "Language learning motivation and projected desire: an interview study with parents of young language learners",
abstract = "Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfillment. This paper takes two different theoretical frameworks as points of departure (D{\"o}rnyei’s ‘L2 Motivational Self System’ and Kramsch’s ‘desire in language’), but it looks at the motivation/desire of the parents of young language learners, rather than at the learners themselves. Based on in-depth interviews about language and identity with 9 parents of various linguistic and social backgrounds in Brussels (Belgium), the data reveal that these parents frequently had vivid mental images of what their multilingual children could achieve in the future (in contrast to their own ‘monolingual’ achievements). Additionally, they imagined their children having future access to a range of identity options thanks to this multilingual education. In this way, we show that ‘desire in language’ is not limited to the construction of an inwardly generated identity; it can also be projected outwardly onto other individuals, in this case by parents onto their children.",
author = "{Van Mensel}, Luk and Julie Deconinck",
year = "2017",
doi = "10.1080/13670050.2016.1272543",
language = "English",
journal = "International Journal of Bilingualism and Bilingual Education",
issn = "1367-0050",
publisher = "Routledge",

}

TY - JOUR

T1 - Language learning motivation and projected desire

T2 - International Journal of Bilingualism and Bilingual Education

AU - Van Mensel,Luk

AU - Deconinck,Julie

PY - 2017

Y1 - 2017

N2 - Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfillment. This paper takes two different theoretical frameworks as points of departure (Dörnyei’s ‘L2 Motivational Self System’ and Kramsch’s ‘desire in language’), but it looks at the motivation/desire of the parents of young language learners, rather than at the learners themselves. Based on in-depth interviews about language and identity with 9 parents of various linguistic and social backgrounds in Brussels (Belgium), the data reveal that these parents frequently had vivid mental images of what their multilingual children could achieve in the future (in contrast to their own ‘monolingual’ achievements). Additionally, they imagined their children having future access to a range of identity options thanks to this multilingual education. In this way, we show that ‘desire in language’ is not limited to the construction of an inwardly generated identity; it can also be projected outwardly onto other individuals, in this case by parents onto their children.

AB - Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfillment. This paper takes two different theoretical frameworks as points of departure (Dörnyei’s ‘L2 Motivational Self System’ and Kramsch’s ‘desire in language’), but it looks at the motivation/desire of the parents of young language learners, rather than at the learners themselves. Based on in-depth interviews about language and identity with 9 parents of various linguistic and social backgrounds in Brussels (Belgium), the data reveal that these parents frequently had vivid mental images of what their multilingual children could achieve in the future (in contrast to their own ‘monolingual’ achievements). Additionally, they imagined their children having future access to a range of identity options thanks to this multilingual education. In this way, we show that ‘desire in language’ is not limited to the construction of an inwardly generated identity; it can also be projected outwardly onto other individuals, in this case by parents onto their children.

UR - http://www.tandfonline.com/eprint/mmQMBZhS6eWfz6p3myf9/full

U2 - 10.1080/13670050.2016.1272543

DO - 10.1080/13670050.2016.1272543

M3 - Article

JO - International Journal of Bilingualism and Bilingual Education

JF - International Journal of Bilingualism and Bilingual Education

SN - 1367-0050

ER -