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.

摘要

多语言学习在第二语言动机研究中很大程度上被忽视了。最近，复杂性原则已被用来模拟多语言动机。在这项工作中，多语言自我指南被概念化为不同语言的动机系统之间相互作用的结果。动机系统及其涌现属性也受到习得发生的环境的影响。在瑞典中学的这项基于访谈的研究中，理想的多语言自我被探索为“在环境中发挥作用的系统”。重点关注多语言身份和多语言社会背景共同演化的方式，分析显示学校环境如何塑造新兴身份以及如何被新兴身份塑造。强调了多标量设计的重要性，