Multilingualism & motivation in language classrooms in England

Abstract

Although languages education in English schools has been in a difficult position since 2004, when the study of a language after the age of 14 was made optional, young people are (or can be) exposed to more languages than ever before as school populations in England become increasingly multilingual. As such, in this paper we draw on self-determination theory to measure student motivation and investigate links between motivation and students’ multilingualism. Using items drawn from established self-determination theory instruments alongside the Ungspråk questionnaire developed by Haukås et al, we conducted an online questionnaire with 422 students between the ages of 11–16 from 16 schools in a largely monolingual area of England. Between group comparisons (Kruskal-Wallis and Mann-Whitney U tests) found that students with more multilingual linguistic lives had more autonomous motivation and more positive beliefs about languages, but that other characteristic such as gender and school year had little impact.

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Item Type:	Article
Authors/Creators:	Parrish, A. https://orcid.org/0000-0003-2458-172X Bailey, E.G.
Copyright, Publisher and Additional Information:	© 2024 The Authors. Except as otherwise noted, this author-accepted version of a journal article published in Journal of Language, Identity & Education is made available via the University of Sheffield Research Publications and Copyright Policy under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Keywords:	Language learning; motivation; self-determination theory; multilingualism; secondary school
Dates:	Published: 28 March 2024 Published (online): 28 March 2024 Accepted: 29 February 2024
Institution:	The University of Sheffield
Academic Units:	The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User:	Symplectic Sheffield
Date Deposited:	12 Mar 2024 11:30
Last Modified:	19 Apr 2024 14:45
Status:	Published online
Publisher:	Taylor and Francis Group
Refereed:	Yes
Identification Number:	10.1080/15348458.2024.2328178
Open Archives Initiative ID (OAI ID):	oai:eprints.whiterose.ac.uk:210070

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Multilingualism & motivation in language classrooms in England

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