As part of a larger project investigating language awareness in plurilingual settings across educational levels through a multiple case study, this article zooms in on students' language awareness as it unfolds in a classroom in a Danish upper secondary school, in the context of a compulsory, plurilingual general language awareness course.…

For language learners who aspire to become multilingual, commitment involves a personal journey. Defining persistence as a preoccupation with goal-focused action directed to a desired future state and drawing on research from cognitive psychology and the mental time travel paradigm, this article presents an identity-based framework of persistence…

In many language classrooms in multilingual nations, standard dialects are associated with and promoted in formal domains. Through classroom pedagogical processes that reify standard language use, other dialects are relegated to informal domains and therefore devalued in classroom settings. Informed by critical pedagogy, this article challenges…

This study explores language learners' motivation from the perspective of vision, a concept that has specifically been identified as one of the next challenges for motivation research. Having conceptualized vision as a powerful motivational component of the language learning process, and focusing on the learner's individual perspective, we…

For many children in Flanders, Belgium, the language of instruction is not their first language. Allowing children to use their heritage languages in the classroom has been argued to have functional and socioemotional benefits. In two exploratory studies, we introduced a multilingual task in four classrooms across three linguistically and socially…

Empirical research on the relationship between language learners' (LLs') multilingual and professional development has remained scant in conversations surrounding LLs' sustained engagement with a target language (TL) beyond higher education. To address this gap, this article examines the co-construction of US collegiate LLs'…

As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high-stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated…

Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students' value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between…

Studies focused on motivation to learn languages other than English or more than 1 language simultaneously have been gaining attention in recent years. However, there are far fewer than those related to second language (L2) English learning. To fill this gap, this article explores the evolving motivation of 2 Japanese students who spent 1 academic…

This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary-school students learning English as a foreign language (FL). In a pre-posttest control-group design, more than 200 9-10-year old majority language German and minority language students received plurilingual FL…

How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning--that is, they engage in translingual practice. This…