Lamb, T. 2011. Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique. 14 (2), pp. 68-85.
| Title | Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices |
|---|---|
| Authors | Lamb, T. |
| Abstract | Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a clear identity as learners responsible for and able to take control of their own learning. However, this identity is seen as fragile when teacher control is increased in response to the external pressure of examinations, and there are indications of loss of motivation. Secondary school teachers, therefore, need to ensure that the learning environment they create engages, nurtures, and protects their learners‟ identity as learners through sustained opportunities for autonomy. Further research is proposed into aspects of learner identity, as well as ways in which changing pedagogy involves changes in teacher identity. |
| Keywords | learner identity, learner autonomy, motivation, teacher identity, language learning |
| Journal | Canadian Journal of Applied Linguistics/Revue canadienne de linguistique |
| Journal citation | 14 (2), pp. 68-85 |
| ISSN | 1481-868X |
| Year | 2011 |
| Publisher | Canadian Association of Applied Linguistics |
| Publisher's version | |
| Web address (URL) | https://journals.lib.unb.ca/index.php/CJAL/article/view/19858 |
| Publication dates | |
| Published | 2011 |
| License | CC BY 3.0 |
Planning and teaching heritage languages in the translocal and digital space
Hatoss, Anikó, Nordstrom, Janica and Lamb, Terry 2024. Planning and teaching heritage languages in the translocal and digital space. Current Issues in Language Planning. 25 (5), pp. 475-487. https://doi.org/10.1080/14664208.2024.2388991
Introduction: Bridging the Gap between Migration, Cities and Language: An Interdisciplinary Perspective
Wang, C. and Lamb, T. 2024. Introduction: Bridging the Gap between Migration, Cities and Language: An Interdisciplinary Perspective. in: Wang, C. and Lamb, T. (ed.) Negotiating Identities, Language and Migration in Global London: Bridging Borders, Creating Spaces Bristol, England Multilingual Matters.
A survey of language learning/teaching with an overview of activities in Italy during the Covid-19 pandemic.
Cinganotto, L., Benedetti, F., Langé, G. and Lamb, T. 2022. A survey of language learning/teaching with an overview of activities in Italy during the Covid-19 pandemic. Rome, Italy Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (Indire).
Education for 21st Century Urban and Spatial Planning: Critical Postmodern Pedagogies
Lamb, T. and Vodicka, G. 2021. Education for 21st Century Urban and Spatial Planning: Critical Postmodern Pedagogies. in: Frank, A. and da Rosa Pires, A. (ed.) Teaching Urban and Regional Planning: Innovative Pedagogies in Practice Cheltenham, UK Edward Elgar. pp. 20-38
Autonomy in the Age of Multilingualism
Benson, P. and Lamb, T. 2021. Autonomy in the Age of Multilingualism. in: Jiménez Raya, M. and Vieira, F. (ed.) Autonomy in Language Education: Theory, Research and Practice London Routledge. pp. 74-88
Supplementary schools as spaces of hope for a more inclusive world: Challenging exclusion and social injustice in multilingual London
Lamb, T. 2020. Supplementary schools as spaces of hope for a more inclusive world: Challenging exclusion and social injustice in multilingual London. Journal of Linguistics and Language Teaching. 11 (2), pp. 99-127.
Perspectives on language education policy
Jiménez Raya, M., Lamb, T. and Manzano Vázquez, B 2020. Perspectives on language education policy. in: Jiménez Raya, M., Lamb, T. and Manzano Vázquez, B. (ed.) Insights into language education policies Frankfurt-am-Main Peter Lang. pp. 9-13
Home away from Home: Research Report
Lamb, T., Roksandić, A., Mayer, D., Meissner, H., Gimenez, J., Lang, L. and Bastiaan, R. 2019. Home away from Home: Research Report. Osijek, Croatia Centar za Mir. https://doi.org/10.34737/v25x4
Notes from the Field: 'Home away from Home: Ethnography of an EU Erasmus+ Programme'
Lamb, T.E. and Mayer, D. 2019. Notes from the Field: 'Home away from Home: Ethnography of an EU Erasmus+ Programme'. Anthropology of the Middle East. 14 (2), pp. 115-129. https://doi.org/10.3167/ame.2019.140208
Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education
Lamb, T., Hatoss, A. and O'Neill, S. 2019. Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education. in: Papa, R. (ed.) Handbook on Promoting Social Justice in Education Cham Springer. pp. 1-38
Learner autonomy: A cultural perspective from Libya
Elmahjoub, A. and Lamb, T. 2019. Learner autonomy: A cultural perspective from Libya. in: Giuseffi, F.G. (ed.) Self-directed learning strategies in adult educational contexts. Hershey, PA, USA IGI Global. pp. 71-89
IDV und FIPLV: Zwei internationale Dachverbände in 50-jähriger Vernetzung
Lamb, T. and de Carvalho, G. 2018. IDV und FIPLV: Zwei internationale Dachverbände in 50-jähriger Vernetzung. IDV Magazin. 2018 (94), pp. 63-70.
Space, place, autonomy and the road not yet taken
Murray, G. and Lamb, T. 2018. Space, place, autonomy and the road not yet taken. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge. pp. 249-262
Space, place and autonomy in language learning: An introduction
Lamb, T. and Murray, G. 2018. Space, place and autonomy in language learning: An introduction. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge. pp. 1-6
Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives
Lamb, T. and Vodicka, G. 2018. Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives. in: Murray, G. and Lamb, T. (ed.) Space, Place and Autonomy in Language Learning Abingdon, Oxon and New York Routledge. pp. 9-28
Knowledge about language and learner autonomy
Lamb, T. 2017. Knowledge about language and learner autonomy. in: Cenoz, J. and Gorter, D. (ed.) Language Awareness and Multilingualism (Encyclopedia of Language and Education) Cham, Switzerland Springer. pp. 173-186
Families’ roles in children’s literacy in the UK throughout the 20th century
Nutbrown, C., Clough, P., Levy, R., Little, S., Lamb, T. and Yamada-Rice, D. 2017. Families’ roles in children’s literacy in the UK throughout the 20th century. Journal of Early Childhood Literacy. 17 (4), pp. 551-569. https://doi.org/10.1177/1468798416645385
Mapping autonomy in language education: A framework for learner and teacher development
Raya, Manuel J., Lamb, T. and Vieira, F. 2017. Mapping autonomy in language education: A framework for learner and teacher development. Frankfurt-am-Main, Germany Peter Lang.
Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities
Lamb, T. and Little, S. 2016. Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities. in: Tsagari, D. (ed.) Classroom-based assessment in L2 contexts Cambridge, UK Cambridge Scholars Publishing. pp. 184-206
Towards a plurilingual habitus: engendering interlinguality in urban spaces
Lamb, T. 2015. Towards a plurilingual habitus: engendering interlinguality in urban spaces. International Journal of Pedagogies and Learning. 10 (2), pp. 151-165. https://doi.org/10.1080/22040552.2015.1113848
Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review
Levy, R., Little, S., Clough, P., Nutbrown, C., Bishop, J., Lamb, T. and Yamada-Rice, D. 2014. Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review. London Booktrust.
Action research: Promoting teacher/learner autonomy and improving praxis
Course, S., Lamb, T. and Aoki, N. 2013. Action research: Promoting teacher/learner autonomy and improving praxis. in: Barfield, A. and Delgado Alvarado, N. (ed.) Autonomy in language learning: Stories of practices. Canterbury, UK IATEFL. pp. 140-149
Special issue: The European Centre for Modern Languages: Empowering language professionals
Lamb, T. 2012. Special issue: The European Centre for Modern Languages: Empowering language professionals. Innovation in Language Learning and Teaching. 6 (3), p. 193. https://doi.org/10.1080/17501229.2012.725248
Apprendre les uns des autres: Manuel pour les associations de professeurs de langues
Lamb, T., Atanasoska, T., Hepp, M., Jónsdóttir, S. and Zielinsky, J. 2012. Apprendre les uns des autres: Manuel pour les associations de professeurs de langues. Graz, Austria European Centre for Modern Languages.
Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände
Lamb, T., Atanasoska, T., Hepp, M., Zielinsky, J. and Jónsdóttir, S. 2012. Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände. Graz, Austria European Centre for Modern Languages.
Language associations and collaborative support: language teacher associations as empowering spaces for professional networks
Lamb, T. 2012. Language associations and collaborative support: language teacher associations as empowering spaces for professional networks. Innovation in Language Learning and Teaching. 6 (3), pp. 287-308. https://doi.org/10.1080/17501229.2012.725255
Learning from each other: A handbook for language teacher associations
Lamb, T., Atanasoska, T., Hepp, M., Jönsdottir, S. and Zielinsky, J. 2012. Learning from each other: A handbook for language teacher associations. Graz, Austria European Centre for Modern Languages.
Promoting plurilingualism - Majority language in multilingual settings
Boeckmann, K-B., Aalto, E., Abel, A., Atanasoska, T. and Lamb, T. 2011. Promoting plurilingualism - Majority language in multilingual settings. Council of Europe.
Introduction: Exploring links between identity, motivation and autonomy
Gao, X. and Lamb, T. 2011. Introduction: Exploring links between identity, motivation and autonomy. in: Murray, G., Gao, X. and Lamb, T. (ed.) Identity, motivation and autonomy in language learning De Gruyter.
Mehrsprachigkeit fordern: Die Mehrheittssprache im vielsprachigen Umfeld
Boeckmann, K-B., Aalto, E., Abel, A., Atanasoska, T.A. and Lamb, T. 2011. Mehrsprachigkeit fordern: Die Mehrheittssprache im vielsprachigen Umfeld. Council of Europe.
For the love of worms...
Lamb, T. 2011. For the love of worms... in: Everhard, C.J., Mynard, J. and Smith, R. (ed.) Autonomy in language learning: Opening a can of worms IATEFL.
MARILLE – Promoting plurilingualism in the majority language classroom
Aalto, E., Abel, A., Boeckmann, K-B. and Lamb, T. 2011. MARILLE – Promoting plurilingualism in the majority language classroom. Babylonia, the Swiss Journal of Language and Teaching. (1), pp. 44-48.
Reconceptualising Intercultural Education: A Model from Language Education
Lamb, T. 2011. Reconceptualising Intercultural Education: A Model from Language Education. Hermeneia, a Journal of Hermeneutics, Art Theory and Criticism. 11.
La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy
Lamb, T. 2010. La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy. in: Diadori, P. (ed.) Formazione, qualità e certificazione per la didattica delle lingue moderne in Europa/TQAC in FLT. Training, Quality and Certification in Foreign Language Teaching Florence Le Monnier. pp. 22-30
Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes
Lamb, T. 2010. Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes. in: Paran, A. and Sercu, L. (ed.) Testing the untestable in language and education Clevedon Multilingual Matters. pp. 98-119
Language education in a multilingual and multicultural Europe: An FIPLV perspective
Lamb, T. 2009. Language education in a multilingual and multicultural Europe: An FIPLV perspective. in: Newby, D. and Penz, H. (ed.) Languages for social cohesion: Language education in a multilingual and multicultural Europe Council of Europe.
Controlling learning: relationships between motivation and learner autonomy
Lamb, T. 2009. Controlling learning: relationships between motivation and learner autonomy. in: Pemberton, R., Toogood, S. and Barfield, A. (ed.) Maintaining control: Autonomy and Language Learning Hong Kong Hong Kong University Press. pp. 67-86
Manifestations of autonomy in the school curriculum
Lamb, T. 2008. Manifestations of autonomy in the school curriculum. in: Raya, M.J. and Lamb, T. (ed.) Pedagogy for autonomy in modern languages education: Theory, practice, and teacher education Dublin Authentik.
Learner and teacher autonomy: Synthesizing an agenda
Lamb, T. 2008. Learner and teacher autonomy: Synthesizing an agenda. in: Lamb, T. and Reinders, H. (ed.) Learner and Teacher Autonomy: Concepts, realities, and responses Amsterdam, Netherlands John Benjamins.
Interrogating the notion of autonomy in education: Tensions and possibilities
Lamb, T. 2008. Interrogating the notion of autonomy in education: Tensions and possibilities. in: Raya, M.J. and Lamb, T. (ed.) Pedagogy for autonomy in modern languages education: Theory, practice, and teacher education Authentik.
Learner autonomy in eight European countries: Opportunities and tensions in education reform and language teaching policy
Lamb, T. 2008. Learner autonomy in eight European countries: Opportunities and tensions in education reform and language teaching policy. in: Raya, M.J. and Lamb, T. (ed.) Pedagogy for autonomy in modern languages education: Theory, practice, and teacher education Authentik.
Language learner autonomy in an English context
Lamb, T. 2008. Language learner autonomy in an English context. in: Miliander, J. and Trebbi, T. (ed.) Educational policies and language learner autonomy in schools: a new direction in language education? Dublin Authentik. pp. 26-39
Backward planning for lifelong language learning
Lamb, T. 2007. Backward planning for lifelong language learning. Lenguas en Aprendizaje Autodirigido [Electronic Journal of the Mediateca del CELE].
Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development
Jiménez Raya, M., Lamb, T. and Vieira, F. 2007. Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development. Dublin Authentik.
Identitätsbildung im fremdsprachenunterricht
Lamb, T. 2006. Identitätsbildung im fremdsprachenunterricht. in: Udo O.H. Jung (ed.) Praktische Handreichung für fremdsprachenlehrer Peter Lang.
Listening to learners' voices: On task knowledge in language learning
Lamb, T. 2006. Listening to learners' voices: On task knowledge in language learning. Scottish Languages Review. 14.
Feeling my way through my thoughts on a rainy day
Lamb, T. 2006. Feeling my way through my thoughts on a rainy day. in: Skier, E.M. and Kohyama, M. (ed.) More autonomy you ask! JALT LD SIG.
Supporting independence: Students' perceptions of self-management
Lamb, T. 2006. Supporting independence: Students' perceptions of self-management. in: Lamb, T. and Reinders, H. (ed.) Supporting independent learning: Issues and interventions Frankfurt-am-Main Peter Lang.
Learner independence in language teaching: A concept of change
Lamb, T. 2005. Learner independence in language teaching: A concept of change. in: Cunningham, D. and Hatoss, A. (ed.) An international perspective on language policies, practices and proficiencies: Festschrift for David E. Ingram Fédération internationale des professeurs de langues vivantes.
Individualising learning: Organising a flexible learning environment
Lamb, T. 2003. Individualising learning: Organising a flexible learning environment. in: Raya, M.J. and Lamb, T. (ed.) Differentiation in the modern languages classroom Peter Lang.
Learning independently? Pedagogical and methodological implications of new learning environments
Lamb, T. 2003. Learning independently? Pedagogical and methodological implications of new learning environments. Supporting Independent Language Learning in the 21st Century: The Inaugural Conference of the Independent Learning Association. University of Melbourne, Australia 13 - 14 Sep 2003
Dealing with diversity in the modern languages class
Lamb, T. 2003. Dealing with diversity in the modern languages class. in: Raya, M.J. and Lamb, T. (ed.) Differentiation in the modern languages classroom Peter Lang.
Escaping from the treadmill: practitioner research and professional autonomy
Lamb, T. and Simpson, M. 2003. Escaping from the treadmill: practitioner research and professional autonomy. The Language Learning Journal. 28 (1), pp. 55-63. https://doi.org/10.1080/09571730385200211
A 'modern' European education
Cotton, T. and Lamb, T. 2001. A 'modern' European education. Pedagogika. pp. 62-69.
Metacognition and motivation: Learning to learn
Lamb, T. 2001. Metacognition and motivation: Learning to learn. in: Chambers, G. (ed.) Reflections on motivation London CILT. pp. 85-93
Language Policy in Multilingual UK
Lamb, T. 2001. Language Policy in Multilingual UK. Language Learning Journal. 23 (1), pp. 4-12. https://doi.org/10.1080/09571730185200031
Self-management in the secondary school language curriculum
Lamb, T. 2000. Self-management in the secondary school language curriculum. AUTONOMY 2000: The Development of Learning Independence in Language Learning. King Mongkut's Institute of Technology ThAt: King Mongkut's Institute of Technology Thonburi, Bangkok, Thailand 20 - 22 Nov 1996
Finding a voice: Learner autonomy and teacher education in an urban context
Lamb, T. 2000. Finding a voice: Learner autonomy and teacher education in an urban context. in: Sinclair, B., McGrath, I. and Lamb, T. (ed.) Learner autonomy, teacher autonomy: Future directions Longman.
Reconceptualising disaffection: issues of power, voice and learner autonomy
Lamb, T. 2000. Reconceptualising disaffection: issues of power, voice and learner autonomy. in: Walraven, G., Parsons, C., Van Veen, D. and Day, C. (ed.) Combating Social Exclusion through Education Louvain, Belgium and Apeldoorn, Netherlands Garant. pp. 99-115
Making connections: football, the internet and reluctant language learners
Lamb, T. and Fisher, J. 1999. Making connections: football, the internet and reluctant language learners. The Language Learning Journal. 20 (1), pp. 32-36. https://doi.org/10.1080/09571739985200241
Responding to cultural and linguistic diversity in the primary school
Lamb, T. 1999. Responding to cultural and linguistic diversity in the primary school. in: La dimension européenne dans l'enseignement: Enjeux, Réalités et perspectives Presses Universitaires de Nancy - Editions Universitaires de Lorraine.
The promotion of multilingualism at a local level
Lamb, T. 1998. The promotion of multilingualism at a local level. Anglo-Saxonica. 2.
Now you're on your own: Developing independent language learning strategies
Lamb, T. 1998. Now you're on your own: Developing independent language learning strategies. in: Gewehr, W. (ed.) Aspects of language teaching in Europe Routledge.
The multilingual city
Lamb, T. 1997. The multilingual city. in: Jørgensen, J.N. and Holmen, A. (ed.) The Development of Successive Bilingualism in School Age Children Royal Danish School of Educational Studies.
Permalink - https://westminsterresearch.westminster.ac.uk/item/q2604/fragile-identities-exploring-learner-identity-learner-autonomy-and-motivation-through-young-learners-voices