The Motivations of Adult Language Learners in Continuing Education Settings

We recently published Identity Trajectories of Adult Second Language Learners by Cristiana Palmieri. In this post the author explains what inspired her to conduct this research.

The reasons I became interested in conducting the study presented in my book are connected to both my professional and personal life. Having an academic background in social sciences with a specific interest in the nexus between languages and cultures, I have always been very interested in the relation between L2 language learning and processes of identity development, to better understand how languages influence the way we think and interact with other people. My interest in this area has been compounded by my personal experience as a second language speaker and my professional practice as a teacher. In my role as an educator I have taught a variety of subjects, including Italian language and culture, both in Italy and Australia. When I started teaching Italian as a second language in Australia I realised that the Australian sociocultural context presented specific characteristics connected to the history of Italian migration to this country. I was surprised to discover that my native language is one of the most widely-studied languages in Australia, in spite of the large geographical distance that separates the two countries. What makes this finding particularly remarkable is the fact that Italian is spoken by a relatively small percentage of the world population, about 64 million speakers in Italy and in a few other countries in Europe and Africa, which equates to less than 1% of the world population. Moreover, it is not considered a language of business, and its command it is not an essential requisite for Australian travellers visiting Italy.

Having been myself a second language learner, I am very well aware of the fact that strong motivation is needed in order to sustain the effort and to cope with the frustration that the learning process sometimes brings about. In my case, my motivation was relatively easy to frame: I wanted to learn English, a global language, to be able to live and work in English-speaking countries, and to travel the world with an international language as a passport at my disposal. While teaching Italian to adult learners in Australia, looking at my students, highly committed individuals striving to master a second language which is not an international language, I could not stop wondering about the factors sustaining their motivation.

This book explores the motivations of adult second language learners in continuing education settings. It focuses on their learning trajectories and related dynamics of identity development triggered by the learning process. By presenting an in-depth analysis of motivational drives and their interconnectedness with the sociocultural settings in which the learning process occurs, the book contributes to boosting our understanding of adult second language learning, a rapidly expanding field of research of language and identity in multicultural contexts. In a nutshell, this book is about the fascinating experience of learning another language and understanding another culture.

 

For more information about this book please see our website.

If you found this interesting, you might also like Language Teaching and the Older Adult by Danya Ramírez Gómez.

Motivational Dynamics in Language Learning

This month marked the publication of Motivational Dynamics in Language Learning edited by Zoltán Dörnyei, Peter MacIntyre and Alastair Henry. In this post we find out how the book came together.

9781783092550That Zoltán Dörnyei and Peter MacIntyre would embark on a project of putting together an anthology of papers applying dynamic principles to the investigation of motivational phenomena is perhaps not surprising. For some time both had been shifting their research interests in dynamic directions. While in his 2009 book The Psychology of Second Language Acquisition Zoltán mapped out the ways in which CDST (Complex Dynamic Systems Theory) could provide an important, game-changing approach to the study of individual differences, Peter had begun work developing pioneering methodologies that could capture moment-by-moment fluctuations in motivation. Both were also very aware that while most of the cutting-edge theorizing in SLA took it for granted that the future lay along the dynamic path, empirical research had lagged behind and continued to follow traditional, non-dynamic research approaches. Quite simply the time was right for a collection of papers investigating the dynamics of L2 motivation and drawing on CDST principles in such research.

Testing the water, Zoltán first broached the idea of a CDST-inspired motivation anthology with Tommi and Laura at the 2012 AAAL conference in Boston. Buoyed by their enthusiastic response, the ball started to roll. Shortly thereafter invitations to contribute were sent out to over 40 researchers working with L2 motivation and here too responses were overwhelmingly positive. To keep the momentum for the project growing, Zoltán and Peter organized a well-attended colloquium at the 2013 AAAL gathering in Dallas where John Schumann provided an inspiring introduction and, in her role as discussant, Diane Larsen-Freeman assessed the contributions, arguing persuasively that motivation researchers should continue the journey now started along a CDST pathway. The energy generated by the symposium was sustained at a subsequent reception hosted by Multilingual Matters at the convention center where many of the book’s contributors met to enjoy a drink (thanks Tommi and Laura!) and to discuss ways forward.

However, while Zoltán and Peter were delighted at the enthusiasm generated by the project, privately they were concerned about the scope of the undertaking and the time investment that the putting together of such a large and pioneering collection of papers would demand. Realising that, unless the editorial team was expanded, they would be locked to their desks for next eighteen months, they invited Alastair to breakfast the day following the colloquium and, in true Godfather style, made him an offer he couldn’t refuse.

With Alastair on board and chapter drafts beginning to arrive, the following eight months saw the team working intensively with the submissions, hardly a week going by without flurries of email correspondence. At the most crucial moments, skype meetings were held early morning (for Peter in Canada) and late afternoon (for Alastair and Zoltán in Europe). Difficult editorial decisions were discussed among the three editors over skype. Whereas the quality of the papers was uniformly high, not all could be included in the volume. Not because Multilingual Matters had any upper limit (Tommi had even promised Zoltán that the book could stretch to two volumes if necessary!), but because early on the editors realised that for the book to be a success – i.e. that it could provide a series of research blueprints that would enable graduate students and established researchers alike to embark on CDST-inspired projects – it was imperative that only those papers that truly instantiated dynamic approaches could be included. Making these decisions was by no means an easy task and several high quality papers that have now been published (or are in press) in other forums were turned down.

After another intensive period of editing, the manuscript began to take shape. In the summer of 2014 a final draft was sent to Multilingual Matters. Not only had an impressive range of empirical studies been put together (many employing novel methodologies), but the manuscript also included a series of conceptual papers dealing with CDST concepts and terminology. Contributions from leading scholars such as Diane Larsen-Freeman, Kees de Bot and Marjolijn Verspoor map out some of the fundamental principles of CDST, such as the role of attractor states, timescales, initial conditions and context. These concepts will be new and unusual to some readers of the volume, so the 10 introductory chapters were designed to provide ‘one stop shopping’ for readers entering the CDST field.

The empirical section of the book features a dozen highly original empirical studies. Motivation-related concepts that are familiar to teachers and researchers alike are dealt with from a dynamic perspective. These concepts are studied with a series of innovative and creative methodological approaches that provide richly detailed information about motivational processes. Although there are a number of ground-breaking ideas that emerge from these empirical investigations, the fact that so many types of studies are possible surely bodes well for the future of the dynamic turn in SLA. The empirical studies included in the volume demonstrate how to do research under a CDST umbrella.

The book (which, much to the relief of MM remained a single volume!) is not just the product of the dedication and hard work on the part of the contributors. It is also a statement of intent. As one of the contributors put it, “once a researcher understands the complexity worldview, in a sense there is a transformation in thinking. Everything you observe and experience from then on – whether it involves personal relationships, parenting concerns, events unfolding in contemporary society, to say nothing of SL classroom phenomena – is nothing if not complex and dynamic”. The social world around us is dynamic and, even though CDST inspired research is more challenging (empirically and conceptually), once such a transformation in thinking has taken place, turning back it isn’t always that easy.

When Zoltán, Peter and Alastair set out on this project they set themselves a challenge; they could either initiate a robust research project that took well-established motivation constructs and, by applying dynamic principles to their investigation, produce convincing empirical evidence for the sustainability of the approach, or they would need to come to terms with the fact that the dynamic approach in SLA might be an attractive but ultimately unrealisable idea. The production of this volume has served as this testing ground. If nothing else, the research collected here is a sign that some researchers have found the CDS approach both ‘cool’ enough to explore in a research project and ‘hot’ enough to inspire new ideas.

Capitalizing on Language Learners' IndividualityMotivation, Language Identity and the L2 SelfMotivational Dynamics in Language Learning is now published – more information is available on our website. You might also be interested in Zoltán and Peter’s other books: Motivation, Language Identity and the L2 Self and Capitalizing on Language Learners’ Individuality.