35.3400, Review: Applied Linguistics; Multilingual Selves and Motivations for Learning Languages other than English in Asian Contexts: Martinez-Garcia (2024)

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LINGUIST List: Vol-35-3400. Tue Dec 03 2024. ISSN: 1069 - 4875.

Subject: 35.3400, Review: Applied Linguistics; Multilingual Selves and Motivations for Learning Languages other than English in Asian Contexts: Martinez-Garcia (2024)

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Date: 03-Dec-2024
From: Maria Teresa Martinez-Garcia [mtmg87 at gmail.com]
Subject: Applied Linguistics; Multilingual Selves and Motivations for Learning Languages other than English in Asian Contexts: Martinez-Garcia (2024)


Book announced at https://linguistlist.org/issues/35.2031

EDITOR: Anas Hajar
EDITOR: Syed Abdul Manan
TITLE: Multilingual Selves and Motivations for Learning Languages
other than English in Asian Contexts
SERIES TITLE: Psychology of Language Learning and Teaching
PUBLISHER: Multilingual Matters
YEAR: 2024

REVIEWER: Maria Teresa Martinez-Garcia

SUMMARY

Multilingual Selves and Motivations for Learning Languages Other than
English in Asian Contexts, edited by Anas Hajar and Syed Abdul Manan,
is part of the "Psychology of Language Learning and Teaching" series.
The book's main purpose is to explore the motivations and identity
constructions of learners studying languages other than English
(LOTEs) across diverse, underrepresented Asian contexts. It aims to
address the significant shift in second language acquisition (SLA)
research towards a "multilingual turn," which challenges the
traditional English-focused paradigm and acknowledges the cultural,
economic, and social influences that shape multilingual identities and
motivations.

The book is structured as an edited collection of thirteen chapters by
various scholars, each focusing on a unique LOTE learning context
within Asia. It is particularly useful for researchers, language
educators, policymakers, and advanced students interested in the
psychology of language learning, multilingual identity formation, and
language education in multicultural contexts, particularly those
working with this specific profile of language learners. The editors
underscore the importance of multilingual education in Asia,
challenging the monolingual English bias and highlighting the social
and economic value of multilingualism.

The first chapter introduces the "multilingual turn" in SLA, focusing
on the development of a "multilingual self. " Alastair Henry discusses
the "ideal multilingual self" as a motivational factor for language
learners navigating diverse linguistic identities. Ning An and Yongyan
Zheng examine Chinese students learning Arabic within an
English-dominant system, while Tianyi Wang explores how Chinese
learners studying German are shaped by national policies and societal
expectations. Chika Takahashi explores Japanese students learning
Korean and German, balancing cultural exposure and academic demands.
Tae Umino analyzes international students learning Japanese in Japan
using multimodal language learning histories to understand their
motivations.

Case studies across Asian countries show varied motivations for LOTE
learning. Students in Kazakhstan are drawn to Korean due to its global
popularity, while Indonesian students are motivated to learn
Portuguese by cultural heritage. Motivations intertwine with national
identity and linguistic diversity in Malaysian language majors. In
Pakistan, students study Chinese for economic opportunities amidst
China's influence. Anas Hajar examines Syrian refugees learning
Turkish for survival and integration. Yeji Han's study highlights the
emotional aspect of Vietnamese students learning Korean, linking
anxiety to distance from their language goals. Amy Thompson emphasizes
the need for inclusive LOTE research, advocating for marginalized
multilingual communities in a global SLA framework. The book
underscores diverse motivations driving language learning beyond
privileged contexts.

This collection cohesively underscores the need for SLA research that
captures the intricate realities of multilingual learners in diverse
sociopolitical and cultural contexts. The editors and contributors
argue that LOTE learning in Asia is shaped by economic, cultural, and
personal factors, with implications for policy and pedagogical
strategies that support multilingualism as a valuable asset in
increasingly interconnected societies.


EVALUATION

Multilingual Selves and Motivations for Learning Languages Other than
English in Asian Contexts, edited by Anas Hajar and Syed Abdul Manan,
represents a pioneering contribution to second language acquisition
(SLA) and multilingualism studies by exploring language learning
motivations from a “multilingual turn” perspective (May, 2014; Ortega,
2019). Unlike most SLA research that centers around English as a
second or foreign language, this volume shifts attention to the
motivations of Asian learners studying languages other than English
(LOTEs), providing insights into how these motivations intersect with
learners' construction of multilingual identities. By situating itself
in diverse sociopolitical Asian contexts, the book not only enriches
our understanding of SLA in non-Western settings but also challenges
the monolingual and English-dominant norms traditionally found in the
field (Duff & Byrnes, 2019). Consequently, Multilingual Selves is an
invaluable resource for researchers, educators, and policymakers
interested in promoting multilingual education and in better
understanding how learners navigate complex identity landscapes in
multilingual societies.

The methodological and conceptual diversity within this volume stands
out as a significant strength. By incorporating both qualitative and
quantitative approaches, the volume achieves a nuanced perspective on
the motivations behind LOTE learning in Asia. Umino’s multimodal
language learning histories and Han’s quantitative analysis of
Vietnamese students' emotional experiences while learning Korean are
prime examples of the innovative methodologies utilized. This variety
allows readers to appreciate the intricate layers of LOTE motivation
and underscores the editors' commitment to capturing the multifaceted
realities of language learning, in line with recent SLA trends toward
greater methodological pluralism (Dörnyei, 2009; Ushioda, 2017).
Furthermore, the studies in this volume leverage contemporary
motivational frameworks, such as Dörnyei’s L2 Motivational Self
System, to explore how learners construct their multilingual selves.
By analyzing how learners' motivations are shaped by social, cultural,
and economic factors, the book offers valuable insights into the ways
Asian learners integrate LOTE study into their personal and
professional aspirations. These insights contribute to an increasingly
complex understanding of LOTE learning and resonate with scholars
advocating for greater attention to learners’ identities and lived
experiences in SLA (Block, 2003; Mercer, 2021).

However, while the volume provides valuable insights into the
motivations and identities of LOTE learners, some chapters would
benefit from the inclusion of longitudinal data to better trace the
evolution of learners' motivations over time. For example, while Han’s
quantitative study on Vietnamese students learning Korean captures
important emotional factors, it provides only a snapshot of the
learners' experiences. Longitudinal studies would offer deeper
insights into how motivations for LOTE learning shift and develop,
particularly in response to life changes or social factors, a point
that has been emphasized in SLA literature by scholars like Ushioda
(2017) and Gardner (2010). This would allow researchers to better
understand the sustainability of language motivation, particularly in
settings where LOTE learners face challenges such as limited access to
resources, institutional support, or community networks for their
target language.

One of the most compelling aspects of this volume is its regional
focus, which challenges the monolingual English dominance in SLA
research and aligns with recent calls for greater inclusivity and
diversity within the field (Ortega, 2019). By exploring LOTE learning
in Asian contexts, Multilingual Selves foregrounds learners’ unique
social and cultural contexts, which are often underrepresented in SLA
studies. For instance, the chapter on Kazakh students learning Korean
demonstrates how Korean pop culture influences motivation and identity
formation in unexpected ways, moving beyond traditional academic or
instrumental motivations (Duff & Byrnes, 2019). This example reflects
the broader trend of "soft power" influences, where popular culture
drives interest in foreign languages (Jang & Song, 2021). Such
culturally specific motivations offer a valuable counterpoint to
Western-centric models of language learning, which tend to focus on
instrumental motivations like career advancement. In so doing, the
volume aligns with the work of scholars like Henry (2017) and Thompson
(2021), who advocate for expanding SLA research to include
less-privileged and culturally diverse contexts.

In addition to its methodological strengths, Multilingual Selves fills
an essential gap by making research on understudied languages in Asia
accessible to a global audience. Existing research on Asian language
combinations is often published in languages such as Japanese,
Mandarin, or Korean, which can pose accessibility barriers to
non-specialist audiences who may not be fluent in these languages
(Ortega, 2019). By presenting this research in English, the volume
allows researchers, educators, and policymakers worldwide to engage
with empirical findings that would otherwise remain isolated within
specific linguistic communities. This accessibility is particularly
valuable for researchers who wish to build upon these findings,
thereby fostering more comprehensive, cross-regional analyses of
multilingualism in Asia. Moreover, by situating LOTE research in
English, the volume challenges monolingual assumptions in SLA and
contributes to the "multilingual turn," which encourages the field to
embrace linguistic diversity and the complex linguistic landscapes of
learners worldwide (May, 2014; García & Li, 2014; Martínez-García &
Arnold, 2020).

The book also opens up several avenues for future research, especially
concerning the interplay between multilingual identities and the
broader sociopolitical contexts in which they are constructed.
Investigating how multilingual identities evolve in response to
changing economic or political environments could deepen our
understanding of the socio-affective dimensions of LOTE motivation.
For instance, Hajar’s study on displaced Syrians learning Turkish
provides a poignant illustration of how migration and displacement
shape language learning motivations. This work paves the way for more
research on language acquisition in conflict-affected or marginalized
communities, an area that has received limited attention in SLA
despite its importance (Gregersen & Mercer, 2022; Block, 2003).
Additionally, further exploration of LOTE motivations among younger
learners could provide insights into how multilingual identities
develop over the lifespan, addressing a gap in SLA research, which has
traditionally focused on adult learners (Gardner, 2010; Mercer, 2021).

While the volume offers rich insights, certain chapters could benefit
from stronger thematic integration to reinforce the book’s overarching
focus on the multilingual self. For instance, although the chapter on
Vietnamese students learning Korean adds valuable perspectives on
emotional and cultural factors in language learning, it could more
directly address how these motivations relate to the learners'
multilingual identities. Tighter connections across chapters would
enhance the cohesion of the volume, particularly in underscoring the
centrality of identity in LOTE motivations. Such integration would
amplify the book’s contribution to understanding multilingual selves
in Asia, making the volume an even stronger resource for those
interested in multilingualism and identity construction.

Overall, Multilingual Selves and Motivations for Learning Languages
Other than English in Asian Contexts offers a theoretically innovative
and methodologically diverse perspective on LOTE motivation and
identity formation. By bringing together empirical studies from
underrepresented Asian contexts, the book underscores the need for SLA
research that reflects the complexity of multilingualism in a
globalized world. In particular, its regional focus, methodological
rigor, and commitment to accessibility make it an essential resource
for scholars of SLA, multilingualism, and education policy. As more
researchers and educators recognize the importance of LOTE learning,
particularly in contexts beyond English, this volume will serve as a
foundational text that encourages further exploration of multilingual
identities and motivations across culturally diverse settings.

REFERENCES

Block, D. (2003). The Social Turn in Second Language Acquisition.
Georgetown University Press.

Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei &
E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp.
9-42). Multilingual Matters.

Duff, P. A., & Byrnes, H. (2019). SLA across disciplinary borders:
Introduction to the special issue. The Modern Language Journal,
103(Supplement), 3–5.

García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism
and Education. Palgrave Macmillan.

Gardner, R. C. (2010). Motivation and Second Language Acquisition: The
Socio-Educational Model. Peter Lang.

Gregersen, T., & Mercer, S. (2022). The Routledge Handbook of the
Psychology of Language Learning and Teaching. Routledge.

Henry, A. (2017). L2 motivation and multilingual identities. The
Modern Language Journal, 101(3), 548–565.

Jang, H., & Song, J. (2021). The Korean Wave as a cultural driver for
language learning motivation. Asian Journal of SLA, 12(3), 215-229.

Martínez-García, M. T. & Arnold, P. (2020). Translanguaging Strategies
for Teaching Literature in a Multicultural Setting. In Mather, P.-A.
(Ed.) Technology-enhanced Learning and Linguistic Diversity:
Strategies and Approaches to Teaching Students in a 2nd or 3rd
Language (Emerald Studies in Higher Education, Innovation and
Technology), Emerald Publishing Limited, pp. 39-49.

May, S. (2014). The Multilingual Turn: Implications for SLA, TESOL and
Bilingual Education. Routledge.

Mercer, S. (2021). Language learner psychology: The emotional and
social aspects of learning languages. Modern Language Journal, 105(2),
326-341.

Ortega, L. (2019). SLA and the study of equitable multilingualism. The
Modern Language Journal, 103(Supplement), 23–38.

Thompson, A. S. (2021). The Role of Context in Language Teachers’ Self
Development and Motivation: Perspectives from Multilingual Settings.
Multilingual Matters.

Ushioda, E. (2017). The impact of global English on motivation to
learn other languages: Toward an ideal multilingual self. The Modern
Language Journal, 101(3), 469–482.

ABOUT THE REVIEWER

Maria Teresa Martinez Garcia, PhD, is an associate professor at the
University of Valladolid (Spain), specializing in bilingualism, speech
perception, and innovative language pedagogy. She earned her PhD from
the University of Kansas and has taught in the USA and South Korea
(including the University of Utah Asia Campus). Her research focuses
on speech perception, language acquisition, and advanced English and
linguistics instruction.



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