Hi all
Just wanted to say a big 'Thank you' (if I haven't already thanked you personally) to all of the people who have sent in ideas for my student on motivation in ESOL learners. At the risk of sounding a bit gushing, it really does make me feel very happy to be part of such a great community of like-minded, generous people. Hope that 2016 brings you all that you would wish yourselves and more :)
Best, Jo Gakonga
-----Original Message-----
From: ESOL-Research discussion forum and message board [mailto:[log in to unmask]] On Behalf Of ESOL-RESEARCH automatic digest system
Sent: Wednesday, December 23, 2015 12:01 AM
To: [log in to unmask]
Subject: ESOL-RESEARCH Digest - 21 Dec 2015 to 22 Dec 2015 (#2015-142)
There are 4 messages totaling 1759 lines in this issue.
Topics of the day:
1. FW: Asylum-seekers taken on £100,000 jollies to zoos, theme parks and even
the beach to help them 'integrate' into British life - with YOUR money |
Daily Mail Online
2. Lampedusa Cross will be British Museum director's final aquisition
3. Free Community Workers Training from the Horniman Musuem - This is a
really good training opportunity for ESOL Tutors
4. Motivation in ESOL learners?
***********************************
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----------------------------------------------------------------------
Date: Tue, 22 Dec 2015 09:56:43 +0000
From: Jo-Anne Sunderland <[log in to unmask]>
Subject: FW: Asylum-seekers taken on £100,000 jollies to zoos, theme parks and even the beach to help them 'integrate' into British life - with YOUR money | Daily Mail Online
Hi
I don’t know how many of you saw this article. I was disappointed to see visits to the British Museum and other cultural institutions as a ‘jolly’. As you all know many museums and cultural institutions work very hard to ensure a visit is more than a ‘jolly’ but also misrepresents the value and bonding that be generated from a class day out. The recent ESF funded project at Newham College Centre of Innovation and Partnerships demonstrated the value of not just museum visits but other days out through their programme.
I could say more…
Best wishes
Jo
From: Jo-Anne Sunderland Bowe [mailto:[log in to unmask]]
Sent: 19 December 2015 12:52
To: Jo-Anne Sunderland
Subject: Asylum-seekers taken on £100,000 jollies to zoos, theme parks and even the beach to help them 'integrate' into British life - with YOUR money | Daily Mail Online
http://www.dailymail.co.uk/news/article-3366818/Asylum-seekers-taken-100-000-jollies-zoos-theme-parks-beach-help-integrate-British-life-money.html?ITO=1490&ns_mchannel=rss&ns_campaign=1490
Sent from my BlackBerry 10 smartphone on the O2 network.
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ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds.
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------------------------------
Date: Tue, 22 Dec 2015 10:00:08 +0000
From: Jo-Anne Sunderland <[log in to unmask]>
Subject: Lampedusa Cross will be British Museum director's final aquisition
Hi
Neil McGregor stood down as the Director of the British Museum last week. He was always a fantastic support of my work with ESOL and refugees and migrants. It seems fitting that his last acquisition as director is a cross from Lampedusa where so many Somalian and Eritrean refugees lost their lives trying to make new lives for themselves in Europe.
Best
Jo
http://gu.com/p/4f6jx/sbl
Jo-Anne Sunderland
ESOL Manager (part-time)
Learning and National Partnerships
T (UK +44) 020 7323 8854
[log in to unmask]<mailto:[log in to unmask]>
The British Museum
Great Russell Street, London WC1B 3DG
britishmuseum.org<http://www.britishmuseum.org/>
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ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds.
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------------------------------
Date: Tue, 22 Dec 2015 11:38:37 +0000
From: Jo-Anne Sunderland <[log in to unmask]>
Subject: Free Community Workers Training from the Horniman Musuem - This is a really good training opportunity for ESOL Tutors
(Free) Community Workers Training: Using Objects for Inspiration and Creativity Tuesday 26 January 2016 10am - 4pm The day will give you:
- Experience and skills to handle museum objects and to lead a handling session with your group
- Inspiration and creative ideas for using museum objects
- A tour of the museum and gardens and the spaces available for group use
- More information about the resources and support the museum can offer
- Time to understand more about the work of the Community Learning Team and ways that you might work in partnership with the museum
For further information, contact Rachel Harrison, Community Engagement
Officer, [log in to unmask]<mailto:[log in to unmask]>
The event will be held at the Horniman Hands on Base<http://horniman.ac.uk/visit/displays/hands-on-base#image-3>
Jo-Anne Sunderland
ESOL Manager (part-time)
Learning and National Partnerships
T (UK +44) 020 7323 8854
[log in to unmask]<mailto:[log in to unmask]>
The British Museum
Great Russell Street, London WC1B 3DG
britishmuseum.org<http://www.britishmuseum.org/>
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds.
To join or leave ESOL-Research, visit
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------------------------------
Date: Tue, 22 Dec 2015 13:24:44 -0500
From: "Isserlis, Janet" <[log in to unmask]>
Subject: Re: Motivation in ESOL learners?
and, just found a hard copy of this - not sure how useful, but it does have motivation in its title;
[log in to unmask]" target="_blank">http:[log in to unmask]
Power, Literacy and Motivation
*by Greg Hart*
On Mon, Dec 21, 2015 at 7:06 AM, Diana Tremayne <[log in to unmask]>
wrote:
> This paper might be worth looking at too - although not specifically ESOL:
> http://www.teachingenglish.org.uk/sites/teacheng/files/C683%20Identity
> %20in%20foreign%20language%2
>
> It looks at identity but this clearly links with motivation. One of
> the authors - Florentina Taylor - has done a lot of research in both
> areas and did a workshop at one of our Yorkshire and Humberside
> NATECLA events earlier this year.
>
> Best wishes
>
> Diana Tremayne
> Advanced Learning Practitioner / ESOL E2 Course Leader
> Tel: 01422 357357 ext 9403
>
>
> Calderdale College Francis Street Halifax HX1 3UZ
> 01422 357357 email:[log in to unmask]
> <http://www.calderdale.ac.uk/> www.calderdale.ac.uk
>
>
> -----Original Message-----
> From: ESOL-Research discussion forum and message board on behalf of
> Philida Schellekens
> Sent: Fri 12/18/2015 17:57
> To: [log in to unmask]
> Subject: Re: Motivation in ESOL learners?
>
> Hi Jo
> I thought that I would add to James' piece below a research study that
> I did in 2001, so not recent. I asked my sample of 180 learners why
> they wanted to learn English and came up with some interesting
> findings in section 4, esp 4.10. The link is below
>
> http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.ed
> ucation.gov.uk/publications/eOrderingDownload/4RP21098.pdf
>
> I hope it is useful!
>
> Regards - Philida
>
> -----Original Message-----
> From: ESOL-Research discussion forum and message board [
> mailto:[log in to unmask] <[log in to unmask]>] On
> Behalf Of James Simpson
> Sent: 18 December 2015 14:36
> To: [log in to unmask]
> Subject: Re: Motivation in ESOL learners?
>
> Hello Jo, all
>
> A big question. An enormous amount has been written about adult
> language learners' motivation though, much of it relevant to ESOL.
> Your student probably needs to go beyond work done in the specific
> ESOL/Language learning in migration contexts for this. Some classic
> work (e.g. Norton 2000, 2013) was carried out in recognisably ESOL contexts.
>
> My PhD student Khawla Badwan, who passed her viva today (well done
> Khawla), wrote about motivation in her thesis. Because I've been
> looking at this recently, I'll take the opportunity here to pull out
> some of her points with ref to particular researchers whose work might be relevant.
> Everything below is summarised from Khawla's PhD thesis (Negotiating
> rates of exchange: Arab academic sojourners' sociolinguistic
> trajectories in the UK).
>
> . Norton (2013 p.323) explains, the imagined community is 'a desired
> community that offers possibilities for an enhanced range of identity
> options in the future'. However, moving from the classroom community
> to the 'target language community' (Norton, 2013) gives rise to social
> inequality and power issues.
>
> . Dörnyei (2005, 2009, 2010) introduces the move from the
> integrative/instrumental dichotomy to a more recent conceptualisation
> of motivation which regards motivation as being part of learners' self
> systems, closely associated with learners' ideal L2 self.
>
> . The 'L2 Motivational Self System' encompasses three components:
> the Ideal L2 self (a person's idealised L2 self), Ought-to L2 Self
> (attributes one should have to meet expectation and avoid negative
> consequences), and L2 learning experience (situated motives in the
> learning
> environment) (Dörnyei 2005, 2010).
>
> . In her study of dialogic approaches to learner motivation, Harvey
> (2014) draws on the work of Mikhail Bakhtin to define language learner
> motivation as 'ideological becoming, a process of learning to be in
> the world' (p. 291). The study emphasises the importance of allowing
> learners to 'speak as themselves' (Ushioda 2011, p. 21) so that their
> identities and motivation are engaged and allowed to develop.
>
> . Evidently, part of learners' engagement with the others involves
> direct and indirect confrontations with power relations and structural
> inequalities, and the way learners interact with and respond to these
> issues varies. Some will continue to aspire towards the L2 community
> and others can take a range of different stands that may resist
> assimilation to the target community without giving up on the
> aspiration of learning English, or studying abroad to obtain a skill
> or a degree that may help them climb the socioeconomic ladder, in
> pursuit of what Lamb (2013) calls 'a fantasy of future happiness' (p.
> 20) which is seen by Kubota (2011) and Kariya (2010) as imagined mobility.
>
> . We are reminded by Ferrari's (2013) 'Fiume (River) Model' that
> adult motivation has various motivational sources and/or tributaries,
> and there will be times when the motivational flow is interrupted by
> rocks, driftwoods, and other obstacles. In essence, these challenges
> do affect how learners engage with and perceive the target language and its community.
> This gives rise to understanding learner motivation as
> socially-constructed through dialogue and interaction with the outside
> world (Harvey 2014; Ushioda, 2009, 2011).
>
> . In addition to learner motivation, desire is a core drive towards
> what individuals want to achieve in their lives. Underlying learning
> and travel experiences are desires to self-fulfilment. Motha and Lin
> (2014) indicate that desire has attracted research attention in the
> areas of cultural studies, postcolonial studies, feminist studies,
> philosophy and psychoanalysis, but has been largely undertheorised in TESOL.
>
> References:
> Dörnyei, Z. (2005) The Psychology of the Language Learner. Marwah NJ:
> Erlbaum Dörnyei, Z. (2009) The L2 motivational self system. In Z.
> Dörnyei and E Ushioda (eds) Motivation, Language Identity and the L2
> Self Dörnyei, Z. (2010) Researching Motivation. In S. Hunston and D
> Oakey (eds) introducing Applied Linguistics: Concepts and skills. London: Routledge.
> Ferrari, L. (2013) The motivation of adult foreign language learners
> on an Italian beginners course. PhD Thesis, University of York.
> Harvey, L. (2014) Language Learning Motivation as Ideological Becoming.
> PhD Thesis, University of Manchester.
> Kariya, T. (2010) From credential society to "learning capital"
> society: A rearticulation of class formation in Japanese education and society. In H.
> Ishida and D Slater (eds) Social class in contemporary Japan. Routledge.
> Kubota, R. (2011) Questioning linguistic instrumentalism: English,
> neoliberalism and language tests in Japan. Linguistics and Education
> 22/3, 248-260.
> Lamb, M. (2013) 'Your mum and dad can't teach you!' Constraints on
> agency among rural learners of English in rural Indonesia. Journal of
> Multilingual and Multicultural Development 34/1, 14-29.
> Motha, S. and A. Lin (2014) 'Non-coercive rearrangements': Theorising
> desire in TESOL. TESOL Quarterly 48/2: 331-359.
> Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity
> and Educational Change. London: Longman.
> Norton, B. (2013) Identity and Language Learning: Extending the
> Conversation. Bristol: Multilingual Matters.
> Norton, B. (2013) Identity. In J. Simpson (ed) The Routledge Handbook
> of Applied Linguistics. London and New York: Routledge.
> Ushioda, E. (2011) Motivating learners to speak as themselves. In G.
> Murray, X Gao and T. Lamb (eds) Identity, motivation and autonomy in
> language learning. Clevedon: Multilingual Matters.
>
>
>
> -----Original Message-----
> From: ESOL-Research discussion forum and message board [
> mailto:[log in to unmask] <[log in to unmask]>] On
> Behalf Of Jo Gakonga
> Sent: 18 December 2015 07:24
> To: [log in to unmask]
> Subject: Motivation in ESOL learners?
>
> Hi all
> A quick plea for help from anyone who might know about these things...
> A student of mine is doing some research on motivation in ESOL
> learners - does anyone know of any recent literature on the subject?
> There doesn't seem to be much out there. Any leads gratefully accepted
> and I hope that you all have a really happy Christmas and New Year :)
> Best, Jo Gakonga
>
> ***********************************
> ESOL-Research is a forum for researchers and practitioners with an
> interest in research into teaching and learning ESOL. ESOL-Research is
> managed by James Simpson at the Centre for Language Education
> Research, School of Education, University of Leeds.
> To join or leave ESOL-Research, visit
> http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
> To contact the list owner, send an email to
> [log in to unmask]
>
> ***********************************
> ESOL-Research is a forum for researchers and practitioners with an
> interest in research into teaching and learning ESOL. ESOL-Research is
> managed by James Simpson at the Centre for Language Education
> Research, School of Education, University of Leeds.
> To join or leave ESOL-Research, visit
> http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
> To contact the list owner, send an email to
> [log in to unmask]
>
> ***********************************
> ESOL-Research is a forum for researchers and practitioners with an
> interest in research into teaching and learning ESOL. ESOL-Research is
> managed by James Simpson at the Centre for Language Education
> Research, School of Education, University of Leeds.
> To join or leave ESOL-Research, visit
> http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
> To contact the list owner, send an email to
> [log in to unmask]
>
> *********************************** ESOL-Research is a forum for
> researchers and practitioners with an interest in research into
> teaching and learning ESOL. ESOL-Research is managed by James Simpson
> at the Centre for Language Education Research, School of Education, University of Leeds.
> To join or leave ESOL-Research, visit
> http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html To contact the list
> owner, send an email to [log in to unmask]
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------------------------------
End of ESOL-RESEARCH Digest - 21 Dec 2015 to 22 Dec 2015 (#2015-142)
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