(Why) See yourself as plurilingual — intercomprehension and motivation towards the learning of LOTEs in young learners

Abstract

Data de publicació electrònica: 4 de gener de 2024

This mixed-method study explores the motivational mindsets towards the learning of LOTEs of two groups of Italian preadolescents (aged 10–14) after Romance Intercomprehension (RIC) training in a school context. Reference is made to the notions of self-efficacy, the extrinsic/intrinsic spectrum and the emergence of a desired plurilingual identity. Data—collected through a close-ended questionnaire item (with control groups of untrained peers), and semi-structured post-training interviews—are discussed following a descriptive interpretive paradigm with an ethnographic approach. Findings allow to characterise participants’ post-training motivation towards the learning of LOTEs as more intrinsic and self-regulated than that of control groups, and indicate awareness of increased self-efficacy and the emergence of an embryonic ideal plurilingual identity. Further research is needed to substantiate these findings with more generalisable data. However, findings suggest that RIC training positively affects motivation to learn LOTEs, and its curricular implementation holds potential for fostering openness in a multilingual and multicultural society.

The work was supported by the Ministero dell’Università e della Ricerca (three-year paid leave for doctoral studies) [prot. 0007095 of 10.06.2019]; Agencia de Gestio d’Ajuts Universitaris i de Recerca (AGAUR), Research Project Grupo Gr@ael [2017SGR 915]; Ministerio de Ciencia e Innovacion y Agencia Estatal de Investigacion, Research Project Inter_ECODAL [PID2020-113796RB-I00/MICINN/AEI/10.13039/501100011].