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Journal of Multilingual and Multicultural Development Volume 31, 2010 - Issue 2
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Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English

Alastair Henry Department of Social and Behavioural Studies, University West, Trollhättan, SwedenCorrespondence[email protected]
Pages 149-162 | Received 04 May 2009, Published online: 23 Mar 2010

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Martin Howard & Leigh Oakes. (2024) Motivation for LOTE learning: a cross-country comparison of university learners of French. Journal of Multilingual and Multicultural Development 45:2, pages 427-443.
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Qi Li, Shulin Yu & Lianjiang Jiang. (2023) Exploring the motivational profiles of Macao Portuguese LOTE learners: a tale of eight local adult learners. Journal of Multilingual and Multicultural Development 0:0, pages 1-21.
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Tianyi Wang & Linda Fisher. (2023) Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self. International Journal of Multilingualism 20:2, pages 130-152.
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Ting Huang, Rasmus Steinkrauss & Marjolijn Verspoor. (2022) Learning an L2 and L3 at the same time: help or hinder?. International Journal of Multilingualism 19:4, pages 566-582.
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Meng Liu. (2022) The emotional basis of the ideal multilingual self: the case of simultaneous language learners in China. Journal of Multilingual and Multicultural Development 43:7, pages 647-664.
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Fanny Forsberg Lundell, Klara Arvidsson & Marie-Eve Bouchard. (2022) Language ideologies and second language acquisition: the case of French long-term residents in Sweden. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Mohammad Hadi Mahmoodi & Moslem Yousefi. (2022) Second language motivation research 2010–2019: a synthetic exploration. The Language Learning Journal 50:3, pages 273-296.
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Zi Wang & Yongyan Zheng. (2021) Chinese university students’ multilingual learning motivation under contextual influences: a multi-case study of Japanese majors. International Journal of Multilingualism 18:3, pages 384-401.
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Amy S. Thompson & Yao Liu. (2021) Multilingualism and emergent selves: context, languages, and the anti-ought-to self. International Journal of Bilingual Education and Bilingualism 24:2, pages 173-190.
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Tianyi Wang & Yongcan Liu. (2020) Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China. The Language Learning Journal 48:2, pages 201-212.
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Yongyan Zheng, Xiuchuan Lu & Wei Ren. (2019) Profiling Chinese university students’ motivation to learn multiple languages. Journal of Multilingual and Multicultural Development 40:7, pages 590-604.
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Shu-Chen Huang. (2019) Learning experience reigns – Taiwanese learners’ motivation in learning eight additional languages as compared to English. Journal of Multilingual and Multicultural Development 40:7, pages 576-589.
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Jörgen Tholin. (2019) State Control and Governance of Schooling and Their Effects on French, German, and Spanish Learning in Swedish Compulsory School, 1996–2011. Scandinavian Journal of Educational Research 63:3, pages 317-332.
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Alastair Henry & Cecilia Thorsen. (2018) The ideal multilingual self: validity, influences on motivation, and role in a multilingual education. International Journal of Multilingualism 15:4, pages 349-364.
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Pitchayapa Siridetkoon & Jean-Marc Dewaele. (2018) Ideal self and ought-to self of simultaneous learners of multiple foreign languages. International Journal of Multilingualism 15:4, pages 313-328.
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Alastair Henry. (2017) Rewarding foreign language learning: effects of the Swedish grade point average enhancement initiative on students' motivation to learn French. The Language Learning Journal 45:3, pages 301-315.
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Ursula Lanvers & James A. Coleman. (2017) The UK language learning crisis in the public media: a critical analysis. The Language Learning Journal 45:1, pages 3-25.
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Alastair Henry. (2014) The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept. Innovation in Language Learning and Teaching 8:1, pages 1-19.
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Angela Goddard, Alastair Henry, Monika Mondor & Manon Laaken. (2013) 'Have you ever been to England? You know, they speak really weird English there'. Some implications of the growth of English as a global language for the teaching of English in the UK. English in Education 47:1, pages 79-95.
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Alastair Henry. (2011) Examining the impact of L2 English on L3 selves: A case study. International Journal of Multilingualism 8:3, pages 235-255.
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Naoko Kojima & Haruna Fukui. L2 English and L3 Japanese motivation, international posture, and success of students in an English-medium instruction (EMI) program at a Japanese University. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Alastair Henry & Meng Liu. (2024) L2 motivation and self regulated learning: An integrated model. System 123, pages 103301.
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Yonghou Liu, Tianle Li & Quan Zhong. (2024) Influencing Factors of Second Foreign Language Motivation in the Era of Global English: The Case of Chinese University Students’ French Learning. The Asia-Pacific Education Researcher.
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Letty Chan. 2016. The Dynamic Interplay between Context and the Language Learner. The Dynamic Interplay between Context and the Language Learner 29 46 .
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Ko-Yin Sung & Hsiao-Mei Tsai. (2013) Motivation and learner variables: Group differences in college foreign language learners' motivations. International Journal of Research Studies in Language Learning 3:2.
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