Despite the fact that there is an abundance of self-related research studies nowadays, we think that our book managed to carve out a unique niche in the field of Applied Linguistics for a number of reasons. Firstly, we provide an up-to-date and easy-to-follow theorerical background to self-related investigations. Secondly, we contribute to the discussion by publishing original empirical studies on self-related topics concerning both students and teachers. Thirdly, we have included the results of several intervention studies that looked into the classroom and investigated in what ways students can be motivated to learn by developing their selves. Last but not least, we also provide insight into how the self-concept may be researched in the future by outlining the most promising avenues.
As the editors of this book, we were inspired to create a volume on the impact of self-concept on language learning by Professor Zoltán Dörnyei. This volume deals with the following major themes: 1. Second language learning motivation and its relation to vison and mental imagery. 2. The relationship of one’s self and one’s network. 3. The impact of self on self-regulation and autonomy. 4. Age-related differences in self. 5. The development of students’ identities in various contexts including Europe, Canada, Asia and Australia. 6. The dynamically changing motivation of teachers. 7. The strengthening of students’ ideal self and motivation through different intervention programmes.
We sincerely believe that our collection of chapters clarifies the meaning of various self-constructs in order to highlight how the self-constructs may be researched. It also specifically focuses on research that illustrates the effects of self-concept on language learning including the practical applications of the research findings in order to motivate language learners.
Ahead of the publication of Multiple Perspectives on the Self in SLA next month, we asked its editors, Sarah Mercer and Marion Williams, a few questions about the book and their experiences working on the project.
Could you tell us a bit about where the idea for the book came from?
Sarah: I’ll perhaps respond to this as it is partly a result of my personal journey that has brought us to this point. Whilst I was doing my PhD on self-concept in foreign language learning, I became aware of the vast number of constructs in the field. In discussing my work with others, I often found myself having to explain the different nature of self constructs and ‘defend’ my choice of construct. However, the more I work in this area, the more acutely aware I become of the vastness of the self and, hence, the more humble I become about what I feel we can know and understand about learners’ and teachers’ sense of self in respect to language learning and teaching. Although we perhaps tend to have a preferred way of viewing things, we both feel it is important to respect a diversity of views on the self. Rather than feeling that one perspective is inherently superior or ‘more valid’ than another, we feel it is more important to appreciate how different perspectives can each contribute a piece of the puzzle towards a fuller, more comprehensive understanding of self in SLA. We thus felt a book was needed that brought different perspectives together.
What makes your book different from others that have been published before?
Marion: As Sarah explained, many books on the self consider it from a single particular perspective. Our aim with this book was to bring together multiple different perspectives in one volume to facilitate an overview and help make salient where interconnections between perspectives may exist and how they may complement each other. We were keen not to specify how or in what ways the self should be conceptualised and/or researched by the contributors, as we deliberately wanted to explore the diversity of perspectives on self. As we conclude in the book, the self is so complex and vast that we feel it cannot possibly be explained by one single theory or perspective. Instead, we believe that the field will ultimately benefit from engaging with multiple perspectives.
This is not the first book that you two have edited together, how did you first come to work together?
We actually first worked together back in 2007 when we worked on a symposium for IATEFL on language learning psychology. Building on our shared interests, we then went on to co-edit a book in 2012 together with our colleague Stephen Ryan entitled “Psychology for Language Learning” published by Palgrave Macmillan. It was the first time that the three of us had worked together and we found the experience positive and stimulating and we learnt a lot from each other in the process. So much so, that we are currently working on another book project together. Although other commitments prevented Stephen from joining us in editing this collection, we were delighted that he contributed a chapter to the book with a colleague and we are very grateful to him for his help in the indexing – a skill we knew he had from our last book together. We have found working in a team to be such a rewarding and enriching experience that we are sure it won’t be our last project together.
So, what is your next research (or other!) project?
We are already working on our next book, jointly with Stephen Ryan, again in the field of psychology in language learning. We mostly work with each other online with regular Skype sessions, but sometimes we find the chance to work together at Sarah’s house in the hills of Austria, which aides our productivity! We are also all involved in a conference Sarah is organising at her home university entitled “Matters of the Mind: Psychology and Language Learning”. Within the conference, we will be promoting this book and there will also be a symposium on the self in SLA run by Sarah and involving several contributors to the collection. So, plenty to keep us busy!
Finally, you have chosen an unusual piece of artwork for the cover – can you tell us a bit more about the artist and why you thought it relevant?
Marion: For some time I have been an admirer of the works of Desmond Morris, the UK’s renowned surrealist, with their strong colours and powerful images. I have attended his exhibitions in Oxford and talked to him about his work. When it came to choosing an image for our cover, I had the idea of asking this great artist if we could use one of his paintings as many of the themes link to psychology – indeed, he generously allowed us to use one of his paintings for our previous book. When I approached him again in respect to this book on the self in SLA, to my surprise and delight, he agreed again. We think the image makes a fantastic cover and we’re thrilled with it.