1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 45, Issue 3
  5. Article
Volume 45, Issue 3
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Abstract

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 ( = 74) as well as in-depth interviews ( = 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.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/aral.20079.amo
2021-04-23
2023-12-08

  • From This Site

    /content/journals/10.1075/aral.20079.amo
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. ABS
    ABS (2017) Data analysis of the 2016 Census [Online database]. Australian Bureau of Statistics. www.abs.gov.au/websitedbs/censushome.nsf/home/Data.
     [Google Scholar]
  2. Amorati, R.
    (2018) Making languages marketable: An analysis of a promotional brochure for prospective students in an Australian tertiary institution. Language Learning in Higher Education, 8(2), 313–331. 10.1515/cercles‑2018‑0018
     https://doi.org/10.1515/cercles-2018-0018 [Google Scholar]
  3. (2019a) L’attrattività dell’italiano L2 in Australia: Un’analisi di materiale promozionale allo studio dell’italiano presso un’università australiana [The appeal of Italian in Australia: An analysis of promotional material for the study of Italian at an Australian university]. InB. Garzelli & E. Ghia (Eds.), Le lingue dei centri linguistici nelle sfide europee e internazionali: Formazione e mercato del lavoro [The languages of language centres in the context of European and international challenges: Education and the job market] (VolumeII; pp.215–232). Collana Interlinguistica, ETS Editions.
    [Google Scholar]
  4. (2019b) A comparative study on the L2 motivations and desired L2 identities of university students of English, Italian and German studies (Unpublished doctoral dissertation). University of Melbourne.
    [Google Scholar]
  5. (2020) Drawing upon disciplinary knowledge to foster long-term motivation: Implementing future L2 Selves in the Australian tertiary L2 classroom. InJ. Fornasiero, S. M. A. Reed, R. Amery, E. Bouvet, K. Enomoto, & H. L. Xu (Eds.), Intersections in language planning and policy. Establishing connections in languages and cultures (pp.335–351). Springer. 10.1007/978‑3‑030‑50925‑5_21
     https://doi.org/10.1007/978-3-030-50925-5_21 [Google Scholar]
  6. Armillei, R., & Mascitelli, B.
    (2016) A new Italian exodus to Australia. Committee of Italians Abroad of Victoria and Tasmania.
    [Google Scholar]
  7. Baldassar, L.
    (1992) Italo-Australian youth in Perth. InR. Bosworth & R. Ugolini (Eds.), War, internment and mass migration: The Italo-Australian experience 1940–1990 (pp.207–223). Gruppo Editoriale Internazionale.
    [Google Scholar]
  8. Banegas, D. L., & Roberts, G.
    (2020) ‘If we don’t study the language, the history will be lost’: motivation to learn Welsh in Argentine Patagonia. International Journal of Bilingual Education and Bilingualism. Advance online publication. 10.1080/13670050.2020.1742651
     https://doi.org/10.1080/13670050.2020.1742651 [Google Scholar]
  9. Berardi-Wiltshire, A.
    (2016) Identity and motivation among heritage language learners of Italian in New Zealand: A social constructivist perspective. InT. Aravossitas & P. Trifonas (Eds.), Handbook of research and practice in heritage language education (pp.1–19). New York: Springer International.
    [Google Scholar]
  10. Bourdieu, P.
    (1991) Language and symbolic power. Harvard University Press.
    [Google Scholar]
  11. Bouvet, E., Cosmini-Rose, D., Palaktsoglou, M., & Vanzo, L.
    (2017) “Doing good” in Italian through student community engagement: Positive psychology approaches to the teaching and learning of Italian in Australia. Australian Review of Applied Linguistics, 40(2), 159–175. 10.1075/aral.40.2.05bou
     https://doi.org/10.1075/aral.40.2.05bou [Google Scholar]
  12. Campolo, C.
    (2009) L’italiano in Australia [Italian in Australia]. Italiano LinguaDue, 1(1), 128–141. 10.13130/2037‑3597/434
     https://doi.org/10.13130/2037-3597/434 [Google Scholar]
  13. Chiro, G., & Smolicz, J.
    (1997) The activation and evaluation of Italian language and culture among tertiary students of Italian ancestry in Australia. InR. J. Watts & J. J. Smolicz (Eds.), Cultural democracy and ethnic pluralism (pp.213–242). Peter Lang.
    [Google Scholar]
  14. Cordella, M., & Huang, H.
    (Eds.) (2016) Rethinking second language learning: Using intergenerational community resources. Multilingual Matters. 10.21832/9781783095414
     https://doi.org/10.21832/9781783095414 [Google Scholar]
  15. Creswell, J. W.
    (2013) Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
    [Google Scholar]
  16. Dörnyei, Z.
    (2005) The psychology of the language learner: Individual differences in second language acquisition. Erlbaum.
    [Google Scholar]
  17. (2007) Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
    [Google Scholar]
  18. (2009) The L2 Motivational Self System. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language, identity and the L2 self (pp.9–42). Multilingual Matters. 10.21832/9781847691293‑003
     https://doi.org/10.21832/9781847691293-003 [Google Scholar]
  19. Dörnyei, Z., & Al-Hoorie, A. H.
    (2017) The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455–468. 10.1111/modl.12408
     https://doi.org/10.1111/modl.12408 [Google Scholar]
  20. Dörnyei, Z., & Ushioda, E.
    (2011) Teaching and researching motivation. Longman/Pearson.
    [Google Scholar]
  21. Duarte, J., & Gogolin, I.
    (Eds.) (2013) Linguistic superdiversity in urban areas: Research approaches. John Benjamins. 10.1075/hsld.2
     https://doi.org/10.1075/hsld.2 [Google Scholar]
  22. Gardner, R. C.
    (1985) Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
    [Google Scholar]
  23. (2001) Integrative motivation and second language acquisition. InZ. Dörnyei & R. W. Schmidt (Eds.), Motivation and second language acquisition (pp.1–19). University of Hawaii.
    [Google Scholar]
  24. Gardner, R. C., & Lambert, W. E.
    (1972) Attitudes and motivation in second language learning. Newbury House Publishers.
    [Google Scholar]
  25. Giovanardi, C., & Trifone, P.
    (2012) L’italiano nel mondo [Italian in the world]. Carocci.
    [Google Scholar]
  26. Gregersen, T., & MacIntyre, D. P.
    (2013) Capitalizing on language learners’ individuality: From premise to practice. Multilingual Matters.
    [Google Scholar]
  27. Huang, H., & Cordella, M.
    (2016) Community resources on our doorstep: Language learning in action. InM. Cordella & H. Huang (Eds.), Rethinking second language learning: Using intergenerational community resources (pp.37–48). Multilingual Matters. 10.21832/9781783095414‑008
     https://doi.org/10.21832/9781783095414-008 [Google Scholar]
  28. Kanno, Y., & Norton, B.
    (2003) Imagined communities and educational possibilities. Journal of Language, Identity, and Education, 2(4), 241–249. 10.1207/S15327701JLIE0204_1
     https://doi.org/10.1207/S15327701JLIE0204_1 [Google Scholar]
  29. Lacorte, M., & Canabal, E.
    (2003) Interaction with heritage learners in foreign language classrooms. Heinle & Heinle.
    [Google Scholar]
  30. Lo Bianco, J., & Aliani, R.
    (2013) Language planning and student experiences: Intention, rhetoric and implementation. Multilingual Matters. 10.21832/9781783090051
     https://doi.org/10.21832/9781783090051 [Google Scholar]
  31. MacIntyre, P. D., Baker, S. C., & Sparling, H.
    (2017) Heritage passions, heritage convictions, and the rooted L2 self: Music and Gaelic language learning in Cape Breton, Nova Scotia. The Modern Language Journal, 101(3), 501–516. 10.1111/modl.12417
     https://doi.org/10.1111/modl.12417 [Google Scholar]
  32. Magid, M., & Chan, L.
    (2012) Motivating English learners by helping them visualise their Ideal L2 Self: Lessons from two motivational programmes. Innovation in Language Learning and Teaching, 6(2), 113–125. 10.1080/17501229.2011.614693
     https://doi.org/10.1080/17501229.2011.614693 [Google Scholar]
  33. Mercer, S., & Dörnyei, Z.
    (2020) Engaging language learners in contemporary classrooms. Cambridge University Press. 10.1017/9781009024563
     https://doi.org/10.1017/9781009024563 [Google Scholar]
  34. Muir, C., Dörnyei, Z., & Adolphs, S.
    (2019) Role models in language learning: Results of a large-scale international survey. Applied Linguistics. 10.1093/applin/amz056
     https://doi.org/10.1093/applin/amz056 [Google Scholar]
  35. Noels, K. A.
    (2001) New orientations in language learning motivation: Towards a contextual model of intrinsic, extrinsic, and integrative orientations and motivation. InZ. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp.43–68). University of Hawaii Press.
    [Google Scholar]
  36. Norton, B.
    (2013) Identity and language learning: extending the conversation (2nd ed.). Multilingual Matters. 10.21832/9781783090563
     https://doi.org/10.21832/9781783090563 [Google Scholar]
  37. Oakes, L., & Howard, M.
    (2019) Learning French as a foreign language in a globalised world: An empirical critique of the L2 Motivational Self System. International Journal of Bilingual Education and Bilingualism. Advance online publication. 10.1080/13670050.2019.1642847
     https://doi.org/10.1080/13670050.2019.1642847 [Google Scholar]
  38. O’Connor, D.
    (1994) A change of image: The impact of Italy on young second generation Italians in South Australia. Studi Emigrazione, 31(14), 269–283.
    [Google Scholar]
  39. O’Leary, Z.
    (2010) The essential guide to doing your research project. Sage.
    [Google Scholar]
  40. Palfreyman, D.
    (2006) Social context and resources for language learning. System, 34(3), 352–370. 10.1016/j.system.2006.05.001
     https://doi.org/10.1016/j.system.2006.05.001 [Google Scholar]
  41. Palmieri, C.
    (2017) Belonging, idealized self and wellbeing. Australian Review of Applied Linguistics, 40(2), 176–193. 10.1075/aral.40.2.06pal
     https://doi.org/10.1075/aral.40.2.06pal [Google Scholar]
  42. (2018) Identity trajectories of adult second language learners: Learning Italian in Australia. Multilingual Matters.
    [Google Scholar]
  43. Pitronaci, S.
    (1998) The maintenance of Italian language and culture amongst second and third generation Italo-Australians (Unpublished honours thesis). University of Sydney.
    [Google Scholar]
  44. Rubino, A.
    (2002) Italian in Australia: Past and new trends. InC. Kennedy (Ed.), Proceedings of the Innovations in Italian teaching workshop (pp.1–15). Griffith University.
    [Google Scholar]
  45. (2019) Multilingualism in the Sydney landscape: The Italian impact. InA. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp.180–192). Routledge.
    [Google Scholar]
  46. Sagazio, C.
    (2004) A lasting impact: The Italians. InP. Yule (Ed.), Carlton: A history (pp.73–92). Melbourne University Publishing.
    [Google Scholar]
  47. Slaughter, Y., & Hajek, J.
    (2014) Mainstreaming of Italian in Australian schools: The paradox of success?InJ. Hajek & Y. Slaughter (Eds.), Challenging the monolingual mindset (pp.182–198). Multilingual Matters. 10.21832/9781783092529‑014
     https://doi.org/10.21832/9781783092529-014 [Google Scholar]
  48. Ushioda, E.
    (2009) A person-in-context relational view of emergent motivation, self and identity. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.215–228). Multilingual Matters. 10.21832/9781847691293‑012
     https://doi.org/10.21832/9781847691293-012 [Google Scholar]
  49. Ushioda, E., & Dörnyei, Z.
    (2009) Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.1–8). Multilingual Matters. 10.21832/9781847691293‑002
     https://doi.org/10.21832/9781847691293-002 [Google Scholar]
  50. (2017) Beyond Global English: Motivation to learn languages in a multicultural world (Introduction to the Special Issue). The Modern Language Journal, 101(3), 451–454. 10.1111/modl.12407
     https://doi.org/10.1111/modl.12407 [Google Scholar]
  51. Van Deusen–Scholl, N.
    (2003) Toward a definition of heritage language: Sociopolitical and pedagogical considerations. Journal of Language, Identity, & Education, 2, 211–230. 10.1207/S15327701JLIE0203_4
     https://doi.org/10.1207/S15327701JLIE0203_4 [Google Scholar]
  52. Wong, K. F., & Xiao, Y.
    (2010) Diversity and difference: Identity issues of Chinese heritage language learners from dialect backgrounds. Heritage Language Journal, 7(2), 153–187. 10.46538/hlj.7.2.8
     https://doi.org/10.46538/hlj.7.2.8 [Google Scholar]
  53. Wu, M.-H., Lee, K., & Leung, G.
    (2014) Heritage language education and investment among Asian American middle schoolers: Insights from a charter school. Language and Education, 28(1), 19–33. 10.1080/09500782.2013.763818
     https://doi.org/10.1080/09500782.2013.763818 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.20079.amo
Loading
Community presence, motivation, and identity
Australian Review of Applied Linguistics 45, 299 (2022); https://doi.org/10.1075/aral.20079.amo
/content/journals/10.1075/aral.20079.amo
/content/journals/10.1075/aral.20079.amo
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): community language learning; community-engaged L2 self; Italian in Australia; L2 community; motivation

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error