By tradition, L2 motivation research has a monolingual bias – the motivational systems of a learner's different languages conceptualized as separate entities rather than as cognitively interconnected. At a time when multilingualism has become a new world order (Douglas Fir Group, ) and where there is evidence of powerful identity experiences connected to speaking several languages (Pavlenko, ) this is unfortunate. In alignment with the multilingual and dynamic turns in SLA (de Bot, ; May, ), and adopting a complexity thought modeling approach (Larsen–Freeman & Cameron, ), this article explores multilingual learners’ L2 motivation. It is suggested that the motivational systems of a multilingual learner's different languages can be understood as constituting a higher‐level multilingual motivational self system that is part of an ecology of interconnected and interpenetrating systems. This system contains multilingual self guides, one of which is the ideal multilingual self. Drawing on construal‐level theory (Trope & Liberman, ), the manner and effects of mental representations of an ideal multilingual self are assessed. Finally, it is suggested that motivation deriving from a broader identity that encompasses but, in important ways, transcends a multilingual person's language‐specific identities has a central role to play in multilingual education.

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In a series of articles Dörnyei and his colleagues (Dörnyei, Ibrahim, & Muir, 2015;Dörnyei, Muir, & Ibrahim, 2014;Muir & Dörnyei, 2013) describe the phenomenon of a period of intense and enduring motivation in pursuit of a highly desired personal goal or vision. These surges of motivational energy, which they call Directed Motivational Currents (DMCs), uniquely differ from other types of highly motivated behaviour or optimal forms of engagement that are to be found in the literature in the sense that individual learning activities form integrated parts of a coherent motivational superstructure. The current article offers the first systematic empirical investigation of this motivational phenomenon. Focusing on periods of unusually intense and enduring motivation experienced by migrant learners of Swedish as a second language, the purpose of this interview-based study is to consider whether core characteristics of DMCs can be identified in participants' descriptions of sustained motivated behaviour, thereby considering the validity of the DMC construct. Results reveal that motivated behaviour is characterised by features similar to those outlined by Dörnyei and colleagues, namely the presence of a salient facilitative structure, the generation of positive emotionality, and the direction of motivated behaviour toward long-term identity investment goals. This indicates that the DMC construct captures a unique form of motivation worthy of future investigation.

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[This is the pre-publication version of Henry, A. (2013) The motivational effects of crosslinguistic awareness: Developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept. Innovations in Language Learning and Teaching DOI:10.1080/17501229.2012.733008] ] IntroductionThe last fifteen years have seen a burgeoning research interest in multilingualism witnessed, the recent yet nevertheless fundamental recognition that humans are "potentially multilingual by nature and that multilingualism is the normal sate of linguistic competence" (Hammarberg, 2009, p. 2; see also Aronin & Singelton, 2008). This recognition has generated a number of areas of theoretical enquiry including the intentionality of language choice, the influences that the different languages have on one another and the individual's relative levels of competence in different languages. A second set of reasons involves the complexity of L3 acquisition.Researchers working in the multilingual/TLA fields argue that mono-or bilingual 2 perspectives fail to do justice to the complex processes involved in multilingual acquisition and that research designs fail to take account of the multifaceted and complex nature of the language systems of multilingual speakers (Cenoz & Jessner, 2000;Herdina & Jessner, 2002;Jessner, 2008a). This has led to the development of a number of models of multilingual acquisition such as Green's (1998) activation/inhibition model, Grosjean's (1998Grosjean's ( , 2001 language mode hypothesis, De Bot's (1992) bilingual model, Clyne's (2003) plurilingual processing model, Hufeisen's factor model Hufeisen & Marx, 2007) and Herdina and Jessner's (2002) Dynamic Model of Multilingualism. The third set of reasons is practical. Not only has increasing human mobility given rise to more widespread multilingualism, but the integral role of English in processes of globalization (Phillipson, 2003(Phillipson, , 2009) means that in many ethnolinguistic groups, speakers who were once bilingual are now trilingual (Cenoz & Jessner, 2000). Additionally, as a result of the reframing of English as a basic educational skill, as opposed to a foreign language (Dörnyei & Ushioda, 2011), millions of school students, in addition to their native language(s), are now learning English in their early years of school and a second foreign language later on in secondary education.Like other emerging fields of inquiry, TLA research has been primarily driven by theoretical concerns. Even though local educational dilemmas -for example bilinguals' acquisition of a third language in places such as Finland, the Netherlands, Austria and the Basque andCatalonian regions of Spain -may have generated an initial interest in multilingualism, it is only recently that scholars in the field have attempted to synthesize the results of research into educationally-oriented frameworks and to draw up agendas for third language learning practice (Jessner, 2008b). Rooted in the pioneering work of scholars such as Ringbom (1987), who was able to...

Positive relationships with teachers are important for students' second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious selfregulation, this case study examines moments of teacher-student interaction and explores influences on students' engagement and motivation. Observations (N = 15) were carried out in 2 classrooms, and interviews with the focal teacher of this study and her students were conducted. Data were analyzed using a grounded theory ethnography approach. Findings indicate that moments of close personal contact and their influences may differ in emerging and mature teacher-student relationships. While in emerging relationships moments of contact can have immediate influences on engagement and motivation, in mature relationships influences on learning behavior may be less pronounced and involve unconscious motivational processes. The study's methodological limitations are discussed and proposals are made for future ethnographic and experimental work.