Full Description
This book investigates how learners' motivations and identities are constructed in the process of learning and using multiple languages in Asian contexts. It presents examples of multilingual contexts in different parts of Asia and illustrates various achievements and challenges associated with multilingual education. Drawing on recent theoretical developments regarding learners' motivations and identities in language learning-related research, this book uncovers learners' motivations that underlie their decisions of learning multiple languages in Asian contexts.
Through empirical studies, the authors offer conceptual interpretations on emerging concepts such as dual-motivation system, motivation dynamics, motivational transformation episodes, and hierarchies of identities. In addition to being highly relevant to researchers of applied linguistics, this book is a valuable reference for every university and college library that serves a faculty or school of education.
Contents
Preface
Introduction: Multilingual Education in Asian contexts
1. Imagined Communities, Motivation, and Multilingual Education in Asia
2. English as a Lingua Franca, Multilingual Identity, and Multilingual Education in Asia
3. Language Learning, Motivation, and Identity in Asian Multilingual Learning Context
4. Multilingual Education in Hong Kong: Motivation and Identity
5. Motivation and Identity of the Stakeholders: The Case of Hong Kong
6. The Dynamics of L2 and L3 Learning, Identity Development, and Motivation Change: A Hong Kong Learner Perspective
7. Identities, Imagined Communities, and Communities of Practice: Thai Students in China
8. L2 and L3 learning, Motivation and Identity: A Chinese EFL Learner's Reflection
Conclusion: Future directions for Multilingual Education in Asian Contexts
References
Index
