Acknowledgements

Extending the L2 Motivational Self System to the Global EAL Classroom

“…It offers a powerful model that considers the dynamic realities of L2 classroom with a focus on self-based notions or self-guides (e.g. Miyahara, 2015; Ushioda, 2013). However, the pedagogical aspects of L2MSS are relatively underexplored and somewhat underdeveloped in relation to EAL instruction.…”

“…The sociolinguistic relationship of an L2 learner with the language could be captured through the precept of entitlement as an expansion to L2MSS. Although EAL curricular practices are moving away from the use of invalidated dichotomies, such as EFL/ESL or native/non-native speaker, Anglo-centric language ownership and learners’ deficiency-based views are still prevalent, thus challenging EAL learners’ identities and motivation (Galloway and Rose, 2015; Miyahara, 2015; Yuan, 2020). In fact, the notion of World Englishes (i.e.…”

“…Failure can not only hamper EAL learners’ ideal L2 self but also the L2 learning experience. This challenge can be mitigated by cultivating an entitled user identity in the curriculum (Miyahara, 2015; see also Yuan, 2020) and also raising learners’ awareness that failure is an important part of success in learning as an authentic user of EAL. Educators can help tackling failure through supporting a sense of entitlement by teaching activities that turn leaners’ negative emotions to positive motivational outcomes (Pinner, 2019; Teimouri, 2017) and an analysis of missed targets to counterbalance the vision of possible self.…”