1887
  1. Home
  2. e-Journals
  3. Journal of English-Medium Instruction
  4. Volume 2, Issue 1
  5. Article
Volume 2, Issue 1
  • ISSN 2666-8882
  • E-ISSN: 2666-8890
PDF
EPUB

Abstract

Abstract

The purpose of the present study is to offer insights into how Spanish undergraduates, who were mid-way through an English-medium programme at a university in Catalonia, articulate their past decision to study an academic subject in English. Economics students (34 in total) completed an oral elicitation task and the monologues yielded were analysed using thematic analysis. Three dominant themes emerged: (1) ; (2) ; and (3) . Each of these themes is presented as a composite description of the students’ ideas about their past choice from the temporal position of the here-and-now, and explored through distinct but complementary social psychological and sociological lenses. The present study finds threads running through the students’ narratives of a near effortlessness to choose to learn in this way, as well as an understanding of the capital value of English. For some, their sole stated motive was to develop and preserve this linguistic asset.

© John Benjamins Publishing Company
Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/jemi.22002.mac
2022-11-28
2024-12-02

  • From This Site

    /content/journals/10.1075/jemi.22002.mac
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

/deliver/fulltext/jemi.22002.mac.html?itemId=/content/journals/10.1075/jemi.22002.mac&mimeType=html&fmt=ahah

References

  1. Atkinson, D.
    (2010) Extended, embodied cognition and second language acquisition. Applied Linguistics, 31(5), 599–622. 10.1093/applin/amq009
     https://doi.org/10.1093/applin/amq009 [Google Scholar]
  2. Bandura, A.
    (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. 10.1037/0033‑295X.84.2.191
     https://doi.org/10.1037/0033-295X.84.2.191 [Google Scholar]
  3. Block, D.
    (2000) Problematizing interview data: Voices in the mind’s machine?TESOL Quarterly, 34(4), 757–763. 10.2307/3587788
     https://doi.org/10.2307/3587788 [Google Scholar]
  4. (2021) Emergent STEM lecturer identities: The shaping effects of EMI in action in an internationalised and Englishised HE context. Language Teaching, 541, 388–406. 10.1017/S0261444820000221
     https://doi.org/10.1017/S0261444820000221 [Google Scholar]
  5. Bourdieu, P.
    (1987) What makes a social class? On the theoretical and practical existence of groups. Berkeley Journal of Sociology, 321, 1–17.
     [Google Scholar]
  6. (1991) Language and symbolic power. Harvard University Press.
     [Google Scholar]
  7. Braun, V., & Clarke, V.
    (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. 10.1191/1478088706qp063oa
     https://doi.org/10.1191/1478088706qp063oa [Google Scholar]
  8. (2013) Successful qualitative research: A practical guide for beginners. Sage.
     [Google Scholar]
  9. Chen, Y. L. E., & Kraklow, D.
    (2015) Taiwanese college students’ motivation and engagement for English learning in the context of internationalization at home: A comparison of students in EMI and non-EMI programs. Journal of Studies in International Education, 19(1), 46–64. 10.1177/1028315314533607
     https://doi.org/10.1177/1028315314533607 [Google Scholar]
  10. Codó, E.
    (2022) The dilemmas of experimental CLIL in Catalonia. Journal of Multilingual and Multicultural Development, 43(4), 341–357. 10.1080/01434632.2020.1725525
     https://doi.org/10.1080/01434632.2020.1725525 [Google Scholar]
  11. Council of Europe
    Council of Europe (2001) Common European Framework of Reference for languages: Learning, teaching, assessment. Cambridge University Press.
     [Google Scholar]
  12. Darvin, R., & Norton, B.
    (2015) Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 351, 36–56. 10.1017/S0267190514000191
     https://doi.org/10.1017/S0267190514000191 [Google Scholar]
  13. (2021) Investment and motivation in language learning: What’s the difference?Language Teaching. Advance online publication. 10.1017/S0261444821000057
     https://doi.org/10.1017/S0261444821000057 [Google Scholar]
  14. Dewaele, J.-M., & MacIntyre, P. D.
    (2014) The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. 10.14746/ssllt.2014.4.2.5
     https://doi.org/10.14746/ssllt.2014.4.2.5 [Google Scholar]
  15. Doiz, A., & Lasagabaster, D.
    (2018) Teachers’ and students’ Second Language Motivational Self System in English-Medium Instruction: A qualitative approach. TESOL Quarterly, 52(3), 657–679. 10.1002/tesq.452
     https://doi.org/10.1002/tesq.452 [Google Scholar]
  16. Dörnyei, Z.
    (2005) The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
     [Google Scholar]
  17. (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]
  18. (2014) Future self-guides and vision. InK. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp.7–18). Multilingual Matters. 10.21832/9781783092383‑003
     https://doi.org/10.21832/9781783092383-003 [Google Scholar]
  19. (2017) Conceptualizing learner characteristics in a complex, dynamic world. InL. Ortega & Z. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman. (pp.79–96). John Benjamins. 10.1075/lllt.48.05dor
     https://doi.org/10.1075/lllt.48.05dor [Google Scholar]
  20. (2019) Towards a better understanding of the L2 learning experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9(1), 19–30. 10.14746/ssllt.2019.9.1.2
     https://doi.org/10.14746/ssllt.2019.9.1.2 [Google Scholar]
  21. Dörnyei, Z., & Ushioda, E.
    (2009) Motivation, language identities and the L2 self: Future research directions. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.350–356). Multilingual Matters. 10.21832/9781847691293‑019
     https://doi.org/10.21832/9781847691293-019 [Google Scholar]
  22. Du, X., & Jackson, J.
    (2018) From EFL to EMI: The evolving English learning motivation of mainland Chinese students in a Hong Kong university. System, 76(777), 158–169. 10.1016/j.system.2018.05.011
     https://doi.org/10.1016/j.system.2018.05.011 [Google Scholar]
  23. Gao, X.
    (2008) Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: A longitudinal inquiry. Studies in Higher Education, 33(5), 599–614. 10.1080/03075070802373107
     https://doi.org/10.1080/03075070802373107 [Google Scholar]
  24. Gardner, R.
    (2001) Integrative motivation and second language acquisition. InZ. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp.1–20). University of Hawaii Press.
     [Google Scholar]
  25. Henry, A., & Goddard, A.
    (2015) Bicultural or hybrid? The second language identities of students on an English-mediated university program in Sweden. Journal of Language, Identity and Education, 14(4), 255–274. 10.1080/15348458.2015.1070596
     https://doi.org/10.1080/15348458.2015.1070596 [Google Scholar]
  26. Higgins, E. T.
    (1987) Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319–340. 10.1037/0033‑295X.94.3.319
     https://doi.org/10.1037/0033-295X.94.3.319 [Google Scholar]
  27. Karniol, R., & Ross, M.
    (1996) The motivational impact of temporal focus: Thinking about the future and the past. Annual Review of Psychology, 47(1), 593–620. 10.1146/annurev.psych.47.1.593
     https://doi.org/10.1146/annurev.psych.47.1.593 [Google Scholar]
  28. Kuncewicz, D., & Kuncewicz, D.
    (2019) Hidden stories in monologues. Forum: Qualitative Social Research, 20(1), Art. 9. 10.17169/fqs‑20.1.3005
     https://doi.org/10.17169/fqs-20.1.3005 [Google Scholar]
  29. Lanvers, U., & Hultgren, A. K.
    (2018) The Englishization of European education: Concluding remarks. European Journal of Language Policy, 10(1), 147–152. 10.3828/ejlp.2018.7
     https://doi.org/10.3828/ejlp.2018.7 [Google Scholar]
  30. Lasagabaster, D.
    (2016) The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 315–332. 10.1080/14790718.2015.1105806
     https://doi.org/10.1080/14790718.2015.1105806 [Google Scholar]
  31. (2017) Language learning motivation and language attitudes in multilingual Spain from an international perspective. Modern Language Journal, 101(3), 583 – 596. 10.1111/modl.12414
     https://doi.org/10.1111/modl.12414 [Google Scholar]
  32. Markus, H., & Nurius, P.
    (1986) Possible selves. American Psychologist, 41(9), 954–969. 10.1037/0003‑066X.41.9.954
     https://doi.org/10.1037/0003-066X.41.9.954 [Google Scholar]
  33. McAdams, D. P., & McLean, K. C.
    (2013) Narrative identity. Current Directions in Psychological Science, 22(3), 233–238. 10.1177/0963721413475622
     https://doi.org/10.1177/0963721413475622 [Google Scholar]
  34. Norton, B.
    (2001) Non-participation, imagined communities and the language classroom. InM. Breen (Ed.), Learner contributions to language learning: New directions in research (pp.159–171). Pearson Education.
     [Google Scholar]
  35. (2013) Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters. 10.21832/9781783090563
     https://doi.org/10.21832/9781783090563 [Google Scholar]
  36. (2015) Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics, 38(4), 375–391. 10.1515/cjal‑2015‑0025
     https://doi.org/10.1515/cjal-2015-0025 [Google Scholar]
  37. Norton, B., & Toohey, K.
    (2011) Identity, language learning, and social change. Language Teaching, 44(4), 412–416. 10.1017/S0261444811000309
     https://doi.org/10.1017/S0261444811000309 [Google Scholar]
  38. Pan, L., & Block, D.
    (2011) English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System, 39(3), 391–402. 10.1016/j.system.2011.07.011
     https://doi.org/10.1016/j.system.2011.07.011 [Google Scholar]
  39. Rivero Menendez, M. J., Urquía-Grande, E., López-Sánchez, P., & Camacho-Miñano, M.
    (2018) Motivation and learning strategies in accounting: Are there differences in English as a medium of instruction (EMI) versus non-EMI students?Spanish Accounting Review, 21(2), 128–139. 10.1016/j.rcsar.2017.04.002
     https://doi.org/10.1016/j.rcsar.2017.04.002 [Google Scholar]
  40. Sabaté-Dalmau, M.
    (2016) The Englishisation of higher education in Catalonia: A critical sociolinguistic ethnographic approach to the students’ perspectives. Language, Culture and Curriculum, 29(3), 263–285. 10.1080/07908318.2016.1153108
     https://doi.org/10.1080/07908318.2016.1153108 [Google Scholar]
  41. Sung, C. C. M.
    (2020) Investing in English-mediated practices in the EMI university: The case of cross-border mainland Chinese students in Hong Kong. Lingua, 2431, 1–17. 10.1016/j.lingua.2020.102919
     https://doi.org/10.1016/j.lingua.2020.102919 [Google Scholar]
  42. Thorsen, C., Henry, A., & Cliffordson, C.
    (2017) The case of a missing person? The current L2 self and the L2 Motivational Self System. International Journal of Bilingual Education and Bilingualism, 23(5), 584–600. 10.1080/13670050.2017.1388356
     https://doi.org/10.1080/13670050.2017.1388356 [Google Scholar]
  43. 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]
  44. van Lier, L.
    (2010) Foreword: agency, self and identity in language learning. InB. O’Rourke & L. Carson (Eds.), Language learner autonomy: Policy, curriculum, classroom: A festschrift in honour of David Little (Vol.31) (pp.ix–xviii). Peter Lang.
     [Google Scholar]
  45. Vollebergh, A.
    (2022) Contested multiplicities and mobile monologues: The poetics and politics of conviviality in the plural. Journal of Intercultural Studies, 43(2), 210–227. 10.1080/07256868.2022.2041575
     https://doi.org/10.1080/07256868.2022.2041575 [Google Scholar]
  46. Wächter, B., & Maiworm, F.
    (2014) English-taught programmes in European higher education: The state of play in 2014. Lemmens.
     [Google Scholar]
  47. Wenger, E.
    (1998) Communities of practice: Learning, meaning, and identity. Cambridge University Press. 10.1017/CBO9780511803932
     https://doi.org/10.1017/CBO9780511803932 [Google Scholar]
  48. Yashima, T.
    (2009) International posture and the ideal L2 self in the Japanese EFL context. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.144–163). Multilingual Matters. 10.21832/9781847691293‑008
     https://doi.org/10.21832/9781847691293-008 [Google Scholar]
  49. You, C., & Dörnyei, Z.
    (2014) Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37(4), 495–519. 10.1093/applin/amu046
     https://doi.org/10.1093/applin/amu046 [Google Scholar]
/content/journals/10.1075/jemi.22002.mac
Loading
Motivation and investment
Journal of English-Medium Instruction 2, 79 (2023); https://doi.org/10.1075/jemi.22002.mac
/content/journals/10.1075/jemi.22002.mac
/content/journals/10.1075/jemi.22002.mac
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): EMI in Spain; investment theory; L2 self; linguistic capital; narrative identity

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