Ulteriori informazioni
This book investigates how learners' motivations and identities are constructed in the process of learning and using multiple languages in Asian contexts. It presents examples of multilingual contexts in different parts of Asia and illustrates various achievements and challenges associated with multilingual education. Drawing on recent theoretical developments regarding learners' motivations and identities in language learning-related research, this book uncovers learners' motivations that underlie their decisions of learning multiple languages in Asian contexts.
Through empirical studies, the authors offer conceptual interpretations on emerging concepts such as dual-motivation system, motivation dynamics, motivational transformation episodes, and hierarchies of identities. In addition to being highly relevant to researchers of applied linguistics, this book is a valuable reference for every university and college library that serves a faculty or school of education.
Sommario
Preface
Introduction: Multilingual Education in Asian contexts
1. Imagined Communities, Motivation, and Multilingual Education in Asia
2. English as a Lingua Franca, Multilingual Identity, and Multilingual Education in Asia
3. Language Learning, Motivation, and Identity in Asian Multilingual Learning Context
4. Multilingual Education in Hong Kong: Motivation and Identity
5. Motivation and Identity of the Stakeholders: The Case of Hong Kong
6. The Dynamics of L2 and L3 Learning, Identity Development, and Motivation Change: A Hong Kong Learner Perspective
7. Identities, Imagined Communities, and Communities of Practice: Thai Students in China
8. L2 and L3 learning, Motivation and Identity: A Chinese EFL Learner's Reflection
Conclusion: Future directions for Multilingual Education in Asian Contexts
References
Index
Info autore
Mark Feng Teng is a language teacher educator with extensive teaching and research experience in China.
Riassunto
This book investigates how learners’ motivations and identities are constructed in the process of learning and using multiple languages in Asian contexts. It presents examples of multilingual contexts in different parts of Asia and illustrates various achievements and challenges associated with multilingual education. Drawing on recent theoretical developments regarding learners’ motivations and identities in language learning-related research, this book uncovers learners’ motivations that underlie their decisions of learning multiple languages in Asian contexts.
Through empirical studies, the authors offer conceptual interpretations on emerging concepts such as dual-motivation system, motivation dynamics, motivational transformation episodes, and hierarchies of identities. In addition to being highly relevant to researchers of applied linguistics, this book is a valuable reference for every university and college library that serves a faculty or school of education.
Prefazione
Explores and analyses how learners’ motivations and identities are constructed in the process of learning multiple languages in Chinese-speaking contexts in Asia.
Testo aggiuntivo
A must-read for researchers in the areas of multilingualism and multilingual education, this book – comprised of both primary and secondary research – explores motivational change and identity development in L2 and L3 learning and teaching for different Asian contexts.
