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140292 - Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong.pdf (310.13 kB)

Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong

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posted on 2023-05-22, 18:21 authored by Mairin Hennebry-LeungMairin Hennebry-Leung
Rooted in data gathered from a large-scale study in Hong Kong, this chapter examines English language teachers’ cognitions on motivating learners in a multilingual context. In so doing it offers unique affordances to critically examine the mediating role of sociocultural context in language teacher education policy and practice. The chapter draws on observation and interview data from English language teachers across English, Chinese and mixed medium instruction secondary schools to explore their cognitions on language learning motivation and examine the role of sociocultural context in shaping their practices and beliefs. The data points to an ad hoc approach to motivating students that is reactive and not proactive, responding not to the multilingual needs of learners, but to immediate classroom events. The chapter suggests that while much is known about the nature of motivation, this knowledge has yet to be integrated into language teacher education curricula. The chapter argues the need for teacher education to incorporate an explicit focus on motivational teaching practice, equipping teachers with the tools to develop socioculturally responsive pedagogical frameworks that are sensitive to the needs of their learners as multilingual citizens rather than language learners.

History

Publication title

Multilingual Education Yearbook 2020: Teacher Education and Multilingual Contexts

Editors

W Tao and I Liyanage

Pagination

193-213

ISBN

978-3-030-41210-4

Department/School

Faculty of Education

Publisher

Springer

Place of publication

Switzerland

Extent

11

Rights statement

Copyright 2020 Springer Nature Switzerland AG

Repository Status

  • Restricted

Socio-economic Objectives

Pedagogy; Teacher and instructor development

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