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Teachers' self-disclosures and influences on students' motivation : A relational perspective

Henry, Alastair LU and Thorsen, Cecilia (2021) In International Journal of Bilingual Education and Bilingualism 24(1). p.1-15
Abstract
While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning–teaching processes,... (More)
While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning–teaching processes, relationally-grounded perspectives on motivation can be of particular importance in shaping classroom practices. (Less)
Please use this url to cite or link to this publication:
author
and
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Self-disclosure, L2 motivation, identities, identity-work, teacher–student relationships, General Language Studies and Linguistics, Jämförande språkvetenskap och allmän lingvistik
in
International Journal of Bilingual Education and Bilingualism
volume
24
issue
1
pages
15 pages
publisher
Routledge
external identifiers
  • scopus:85042925882
ISSN
1367-0050
DOI
10.1080/13670050.2018.1441261
language
English
LU publication?
no
additional info
2022-03-30T11:05:24.600+02:00
id
79754943-f65c-4e82-b83b-c0e9bd95af7e
alternative location
http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-13409
date added to LUP
2023-09-06 09:10:41
date last changed
2023-09-19 16:12:53
@article{79754943-f65c-4e82-b83b-c0e9bd95af7e,
  abstract     = {{While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning–teaching processes, relationally-grounded perspectives on motivation can be of particular importance in shaping classroom practices.}},
  author       = {{Henry, Alastair and Thorsen, Cecilia}},
  issn         = {{1367-0050}},
  keywords     = {{Self-disclosure; L2 motivation; identities; identity-work; teacher–student relationships; General Language Studies and Linguistics; Jämförande språkvetenskap och allmän lingvistik}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{1--15}},
  publisher    = {{Routledge}},
  series       = {{International Journal of Bilingual Education and Bilingualism}},
  title        = {{Teachers' self-disclosures and influences on students' motivation : A relational perspective}},
  url          = {{http://dx.doi.org/10.1080/13670050.2018.1441261}},
  doi          = {{10.1080/13670050.2018.1441261}},
  volume       = {{24}},
  year         = {{2021}},
}