Motivating Traditional Musicians to Learn a Heritage Language in Gaelic Nova Scotia

Sparling, Heather; MacIntyre, Peter D.; Baker, Susan

doi:10.5406/21567417.66.1.09

Cited by 2 publications

(2 citation statements)

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“…Also, Indigenous heritage self significantly predicted motivational intensity and classroom engagement. While existing research has mostly been qualitative (e.g., Sparling et al., 2022), the present study verified the statistical significance of the rooted L2 self construct. The degree of overlap among Indigenous heritage self, ought‐to self/others, and ideal self/own suggests that they should be understood as conceptually distinct.…”

Section: Discussionsupporting

confidence: 82%

“…In addition to MacIntyre et al's (2017) work, support for the idea that a community-based heritage identity can influence motivation to learn Indigenous languages is to be found in studies by Banegas and Roberts (2022) and Sparling et al (2022), in which deep-seated cultural beliefs, emotional ties with group members, and community-level motivational processes were profiled using a qualitative approach.…”

Section: Heritage and Indigenous Language Learning Motivationmentioning

confidence: 97%

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Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students

Huang,

Chan

2024

The Modern Language Journal

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This study responds to calls to reexamine the L2 motivational self system framework in order to understand motivations to learn languages other than English. Specifically, we explore Indigenous Taiwanese students’ heritage language learning motivation from a possible selves perspective. Following work on the rooted L2 self, the construct of the Indigenous heritage self is incorporated to capture the passion and conviction that motivates learners to maintain language use and revitalize cultural legacies. A nationwide questionnaire survey was administered to 293 indigenous Taiwanese high school students (aged 15–18). Exploratory factor analysis points to the need to include the Indigenous heritage self in an account of the motivation to learn endangered Indigenous languages. The composite elements of the Indigenous heritage self consist of goals focused on preserving the Indigenous language and cultures, as well as an emotional attachment to the heritage culture. Furthermore, multiple regression results show that learners’ Indigenous heritage self and ideal future self are significant contributors to motivational intensity and classroom engagement. Findings indicate that community‐based motivation is equally important as individual learners’ idealized future images in motivating Indigenous language learning. The article concludes by suggesting curriculum initiatives that incorporate motivational strategy instruction aimed at developing an ideal self for speaking the Indigenous language, bridging classroom content and the cultural immersive experiences that students have outside formal environments.

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Section: Discussionsupporting

confidence: 82%

Section: Heritage and Indigenous Language Learning Motivationmentioning

confidence: 97%