No abstract

Framed in exploratory action research, this article reports on an experience carried out at an initial English teacher education (IELTE) programme in Argentina. A group of four tutors noticed their student-teachers’ demotivation to complete written coursework. On exploring this issue, it was found that lack of authenticity of audience in writing tasks acted as a demotivation factor. The tutors adapted their teaching practices to engage the student-teachers in a writing for publication project organized by an Argentinian teacher association in 2018. To understand the effects of this experience on the student-teachers’ motivation, data were collected through individual interviews, in-class group discussions, pair-work tasks with the student-teachers, and through notes taken during tutors’ meetings. Findings show that while authenticity of audience acted as a motivating factor with more advanced student-teachers, most student-teachers and tutors engaged in motivational synergy triggered by a change in tutors’ teaching practices given the possibility of publishing.

This study examines the motivations of learners studying Welsh in the city of Esquel, Argentine Patagonia. Welsh is considered a heritage immigrant language in this region, given the fact that a group of Welsh settlers arrived in 1865 and established successful settlements. After a flourishing period, the process of acculturation reduced the number of Welsh speakers. However, through different projects, Welsh has started to grow in the community by attracting Argentines with and without Welsh roots to learn the language. Framed as a qualitative study, this article presents the findings that emerged from in-depth interviews with ten adult and young learners at a local Welsh learning centre in Esquel. Based on the qualitative data collected and on complementary theories of language learning motivation, it may be concluded that for the participants motivation is driven by family and community-driven interests in language maintenance and revitalisation. Also, integrative orientation, influenced by the official narrative of overrepresenting the Welsh in Patagonia (Berg 2018), was identified as influential.

This report is part of a larger collaborative action research-based study examining the relationship between writing for publication, English language proficiency, and motivation in pre-service English language teacher education. Data come 171 book review drafts completed by 57 student-teachers as part of their coursework in Argentinian teacher education institutions. Quantitative analysis shows that studentteachers' English language proficiency improved in terms of textual organisation, academic vocabulary use, and grammar. The findings should encourage teacher educators to engage pre-service student-teachers in writing for publication initiatives in order to promote authentic and meaningful writing experiences.