‘If we don’t study the language, the history will be lost’: motivation to learn Welsh in Argentine Patagonia

Banegas, Darío Luis; Roberts, Grisel

doi:10.1080/13670050.2020.1742651

Cited by 4 publications

(2 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to MacIntyre et al's (2017) work, support for the idea that a community-based heritage identity can influence motivation to learn Indigenous languages is to be found in studies by Banegas and Roberts (2022) and Sparling et al (2022), in which deep-seated cultural beliefs, emotional ties with group members, and community-level motivational processes were profiled using a qualitative approach.…”

Section: Heritage and Indigenous Language Learning Motivationmentioning

confidence: 97%

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Huang,

Chan

2024

The Modern Language Journal

View full text Add to dashboard Cite

This study responds to calls to reexamine the L2 motivational self system framework in order to understand motivations to learn languages other than English. Specifically, we explore Indigenous Taiwanese students’ heritage language learning motivation from a possible selves perspective. Following work on the rooted L2 self, the construct of the Indigenous heritage self is incorporated to capture the passion and conviction that motivates learners to maintain language use and revitalize cultural legacies. A nationwide questionnaire survey was administered to 293 indigenous Taiwanese high school students (aged 15–18). Exploratory factor analysis points to the need to include the Indigenous heritage self in an account of the motivation to learn endangered Indigenous languages. The composite elements of the Indigenous heritage self consist of goals focused on preserving the Indigenous language and cultures, as well as an emotional attachment to the heritage culture. Furthermore, multiple regression results show that learners’ Indigenous heritage self and ideal future self are significant contributors to motivational intensity and classroom engagement. Findings indicate that community‐based motivation is equally important as individual learners’ idealized future images in motivating Indigenous language learning. The article concludes by suggesting curriculum initiatives that incorporate motivational strategy instruction aimed at developing an ideal self for speaking the Indigenous language, bridging classroom content and the cultural immersive experiences that students have outside formal environments.

show abstract

Section: Heritage and Indigenous Language Learning Motivationmentioning

confidence: 97%

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Huang,

Chan

2024

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…Noels (2005) found that strong ethnic self-concept was an integral part of wanting to learn a language and Comanaru and Noels (2009) found that Chinese individuals chose to learn their heritage language because they considered it an integral aspect of their identity. Thus, there may be personal, family, and community-based motivations (Banegas & Roberts, 2022). Cho et al (1997) found that Korean Americans wanted to learn their heritage language in order to maintain ties to the Korean community.…”

Section: Factors Influencing Ethnic Identity (Ei)mentioning

confidence: 99%

Beyond Family Ethnic Socialization and Heritage Language Ability: The Relation between Desire to Learn Heritage Language and Ethnic Identity

2023

View full text Add to dashboard Cite

We examined the relationship between ethnic identity (EI), family ethnic socialization (FES), heritage language ability (HLA), and desire to learn a heritage language (HLD) in a sample of 91 U.S. psychology graduate students. We had four main findings. First, HLD had a significant positive relation with EI (24.9%). Second, FES had a significant positive relation with EI (33.8%). Above and beyond FES, HLD uniquely accounted for 10.9% of the variance of EI. Third, HLA had a significant positive relation with EI (12.3%). Above and beyond HLA, HLD uniquely accounted for 12.7% of the variance of EI. Accounting for the contribution of HLD decreased the beta associated with HLA; a finding that suggests HLD may mediate the relation between HLA and EI. Fourth, the combined contribution of FES and HLA accounted for approximately 36.3% of the variance of EI. HLD had a significant positive relation to ethnic identity after the other the factors in this study were considered, in combination, and uniquely explained 9.0% of the variance of EI. Our results highlight the importance of considering internal factors, such as desire to learn a heritage language, when examining ethnic identity. Implications for practice and recommendations for future research are discussed.

show abstract

Community presence, motivation, and identity

Amorati

2021

ARAL

View full text Add to dashboard Cite

This study examines the extent to which the motivation of university students of Italian in Melbourne (Australia) is influenced by the visibility of a local Italian community. The research relies on data collected by open-ended questions and two Likert items from a survey study (n = 74) as well as in-depth interviews (n = 5). The findings show that learners’ motivation is influenced by their exposure to the L2 language and culture in the local context and by their engagement with a community that forms part of Australia’s culturally and linguistically diverse population. Students’ investment in the L2 can be interpreted in light of a new identity dimension, the community-engaged L2 self, which builds upon previous motivational variables (integrative orientation, ideal L2 self), as well as scholarly insights into the link between language, identity, and access to L2 resources. This self-characterizes both heritage and non-heritage learners’ positioning through the L2 in the local socio-context and is expected to hold considerable pedagogical significance.

show abstract

‘If we don’t study the language, the history will be lost’: motivation to learn Welsh in Argentine Patagonia

Cited by 4 publications

References 32 publications

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Beyond Family Ethnic Socialization and Heritage Language Ability: The Relation between Desire to Learn Heritage Language and Ethnic Identity

Community presence, motivation, and identity

Contact Info

Product

Resources

About