Overview

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.

Full Product Details

Author:   Mark Feng Teng (Hong Kong Baptist University, Hong Kong) ,  Dr Wang Lixun (Education University of Hong Kong, Hong Kong)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Weight:   0.277kg
ISBN:  

9781350192508

ISBN 10:   1350192503
Pages:   192
Publication Date:   29 July 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of 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

Reviews

Explores multilingual education from a number of different perspectives and in a range of different Asian contexts. Its treatment of the roles identity and motivation play in the development of individual multilingualism is of particular significance. Anyone with an interest in multilingualism and multilingual education will not only enjoy but also benefit from reading this book. * Andy Kirkpatrick, Professor, Griffith University, Australia * A must-read for researchers in the areas of multilingualism and multilingual education, this book - comprised of both primary and secondary research - explores motivational change and identity development in L2 and L3 learning and teaching for different Asian contexts. * Barry Lee Reynolds, Assistant Professor of English Education, University of Macau, China *

Author Information

Mark Feng Teng is a language teacher educator with extensive teaching and research experience in China. Wang Lixun is Associate Professor in the Department of Linguistics and Modern Language Studies at the Education University of Hong Kong, Hong Kong.

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