Exploring multilingual awareness development in learners of multiple foreign languages: a social cognitive perspective

Shan, Zhibin; Xu, Hao

doi:10.1080/01434632.2022.2092119

Cited by 10 publications

(4 citation statements)

References 37 publications

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“…English has become a global lingua franca, used among individuals with diverse linguistic, cultural, and geographical backgrounds (Llurda & Calvet-Terré, 2022;Taguchi, 2014). Consequently, more countries are making English fluency a national priority (Hennebry- Leung & Gao, 2022;Xu & Shan, 2022). This has possibly led to a substantial growth in the number of English learners around the world, estimated at 1.5 billion (Szimigiera, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

DENG,

ZHANG,

MOHAMED

2024

PortaLin

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English has become the most-widely used lingua franca in international communication, creating a demand for effective English teachers around the world. In reality, there is a surging demand for English teachers around the world and in China, with a greater inclination for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs), a phenomenon commonly known as explicit or implicit advocacy of native-speakerism. Research has shown that Chinese students are affected by native-speakerism, harming Chinese English teachers' feelings and instructional practices. Even though research has shown that student characteristics play a role in students' perceptions of their teachers' effectiveness, few have examined more complex variables such as motivation and teacher well-being. To fill the research gap, we investigated 470 Chinese English-major students' perceptions of NESTs and NNESTs in relation to NNESTs' psychological well-being. Results show that students perceived NESTs and NNESTs as having different strengths and weaknesses. Such perceptions had various effects on both groups' well-being. Students' motivation was found positively correlated to their perceptions of NESTs and NNESTs. We discuss these findings for the purpose of raising students' awareness of native-speakerism and identifying possible means for teachers to improve their teaching effectiveness by adopting motivational strategies so that teacher well-being is given sufficient attention.

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Section: Introductionmentioning

confidence: 99%

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

DENG,

ZHANG,

MOHAMED

2024

PortaLin

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“…The social nature of foreign language, in a context where one's linguistic competence does not always “enhanc[e] immediate communication” (Shan & Xu, 2022, p. 2), has persisted as a kind of cultural capital, that is, knowledge and skills possessed by an individual that can be exchanged presently or later for social advantage (Sullivan, 2007). Thus, how family policy for foreign language learning is formed and transformed still needs to be further examined, given the distinctive nature of foreign language as a different social entity.…”

Section: Introductionmentioning

confidence: 99%

Competence in multiple foreign languages as cultural capital in family language policy: Parents’ perceptions

Xia

Shan

2023

Int J App Linguistics

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Family language policy for children's foreign language learning has emerged as an important topic for research on language education policy and second language learning in general. Whilst there is no shortage of studies that examine how parents engage in the formation and transformation of family foreign language education policies, little has been known as to how parents perceive the value of multilingual competence which influences their decisions about how their children's foreign language learning should be planned and resourced. Drawing on Bourdieu's concept of cultural capital, this multiple‐case study explored the perceptions of the parents from 16 middle‐class families with children aged 6–14 in Shanghai via interviews (with their children as well) and textual data. Data analysis reveals that parents perceived the language‐derived cultural capital as measured by its exchangeable social benefits at present or in the future. Their perceptions were thus divided as manifested in the three distinctive approaches they took to conceptualize their children's competence in multiple foreign languages as cultural capital, that is, the extra‐point view (language competence as advantage), immediate deficiency view (lack of such competence as immediate disadvantage), and prospective deficiency view (lack of competence as disadvantage in a future scenario).

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“…The teaching and learning of Languages Other than English (LOTEs) in China has received increasing attention over the past decade [1][2][3]. The number of students at universities who learn less commonly taught foreign languages, i.e., LOTEs other than Russian, Japanese, French, German, Spanish, and Arabic, is estimated to be over 10,000 [4], which means that the number will be much larger when all other LOTEs are added.…”

Section: Introductionmentioning

confidence: 99%

Multilingual Education Policy and LOTE Teacher Development: Focusing on China’s LOTE Programs in Higher Education

Yu,

2023

Education Sciences

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This article, drawing on recent research on Language Other than English (LOTE) programs in China’s universities, examines the impact of multilingual education policy on the professional development of LOTE teachers. We argue for the mediating roles of LOTE programs as they carry the influence of education policy on teacher development. In other words, LOTE programs may influence the way in which education policy impacts teacher development. Specifically, LOTE programs seem to play three mediating roles: (1) How education policy is perceived and understood by the program designer or/and coordinator impacts how LOTE teachers who engage in the program are influenced, (2) how educational resources are allocated to teachers teaching in the LOTE program impacts teachers’ professional development, (3) how teachers actually position themselves in the LOTE program as opposed to their identities positioned by education policy and the university administration impacts their professional development. In a word, the influence of multilingual education policy on the professional development of LOTE teachers may be mediated by such meso- and micro-level factors as administration, resource, and identity work.

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Exploring multilingual awareness development in learners of multiple foreign languages: a social cognitive perspective

Cited by 10 publications

References 37 publications

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

Competence in multiple foreign languages as cultural capital in family language policy: Parents’ perceptions

Multilingual Education Policy and LOTE Teacher Development: Focusing on China’s LOTE Programs in Higher Education

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