ENGLISH

Identity, Motivation, and Multilingual Education in Asian Contexts

By Mark Feng Teng; Wang Lixun

Book information

Publisher
Bloomsbury Academic
Year
2020
ISBN
9781350099654, 9781350099685, 9781350099661
Language
english
Format
PDF
Filesize
6 MB (6336295 bytes)
Pages
\193
Time added
2023-05-22 11:04:10

Description

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. It incorporates conceptual interpretations of learners’ motivations and identities in multilingual education. 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 applied linguistics, this book is a valuable reference for every university and college library that serves a faculty or school of education. Title Page Copyright Page Contents Preface Introduction to Multilingual Educationin Asian Contexts Chapter 1: Imagined Communities, Motivation and Multilingual Education in Asia 1.1 Language and multilingualism 1.2 Multilingual education 1.3 Imagined communities and investment 1.4 Motivation 1.5 Multilingual practices in Asian contexts 1.6 Reflection Chapter 2: English as a Lingua Franca, Multilingual Identity, and Multilingual Education in Asia 2.1 Multilingualism and the spread of English as a lingua franca 2.2 Cross-linguistic influence in multilingual education 2.3 Multilingual identity 2.4 What do we know about the Asian context? 2.5 Reflection Chapter 3: Language Learning, Motivation and Identity in Asian Multilingual Education Contexts 3.1 Motivation, identity and multilingual education 3.2 Multilingual practices in Asian contexts 3.3 Reflection Chapter 4: Multilingual Education in Hong Kong: Motivation and Identity 4.1 Key terms and constructs related to multilingual education 4.2 Background information about Hong Kong 4.3 Bilingual education in Hong Kong (pre-1997 period) 4.4 Multilingual education in Hong Kong (post-1997 period) 4.5 Trilingual education in Hong Kong: Balance between political decision and globalization 4.6 Motivation and identity related to multilingual education in Hong Kong 4.7 Reflection Chapter 5: Motivation and Identity of the Stakeholders: The Case of Hong Kong 5.1 Information of the three case study schools 5.2 Methodology and data collection 5.3 Discussions 5.4 Reflection Chapter 6: The Dynamics of L2 and L3 Learning, Identity Development, and Motivation Change: A Hong Kong Learner’s Perspective 6.1 Literature review 6.2 The study 6.3 The findings 6.4 Discussion 6.5 Reflection Chapter 7: Identities, Imagined Communities, and Communities of Practice: Thai Students in China 7.1 Theoretical notions 7.2 Gaps in previous literature and the present study 7.3 Method 7.4 Findings 7.5 Discussion and conclusion 7.6 Reflection Chapter 8: L2 and L3 Learning, Motivation and Identity: A Chinese EFL Learner’s Reflection 8.1 Theoretical background 8.2 The study 8.3 Discussion based on the first author’s experiences 8.4 Reflection based on the first author’s experiences Conclusion and Future Directions for Multilingual Education in Asian Contexts References Index

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