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Alastair Henry

Professor

Anställd på Avdelningen för utbildningsvetenskap och språk.

Forskar inom området samhällsvetenskap, utbildningsvetenskap, pedagogik.


Google Scholar

Researchgate

Migration, host-country language learning, and the influence of global English  

2019 - 2022

A four-year project funded by the Swedish Research Council (Vetenskapsrådet) Grant no 2018-03559. The purpose of the project is to examine the language choices of migrants to Sweden who speak English.

Participants

University West
Alastair Henry (PI)

Cape Breton University, Canada

Peter MacIntyre

Overview

For many immigrants arriving in Sweden, English is the default language of communication. An important asset in social interaction, English can also be a barrier to developing fluency and comprehensibility in Swedish. These ‘soft language skills’ are of crucial importance for successful integration. However, they cannot be adequately acquired in formal learning (Derwing & Munro, 2013). Consequently, each time English is used in social interaction, an opportunity to develop communicative competence in Swedish is lost. Taking a transdisciplinary approach, and using a longitudinal, qualitative design, the project will examine factors influencing the language choices of immigrants with prior knowledge of English. In addition to providing insights into the influences of English on communication in a host-county language, the project extends the research frontier by taking a multilingual perspective.

Motivational Teaching in Swedish Secondary English (MoTiSSE)

2014–2018

A four-year project funded by the Swedish Research Council (Vetenskapsrådet) (Grant no 2013-785, 7.4 mkr). The purpose of the project was to examine the practice of teachers who were successful motivators, to develop conceptual understandings, and to disseminate examples of good practice to language teachers in Sweden and abroad.

Participants

University West
Alastair Henry (PI)
Cecilia Thorsen


Karlstad University

Pia Sundqvist

Overview

In Sweden, students have extensive encounters with English outside the classroom. The major motivational challenge facing teachers is therefore to create goal-directed learning opportunities that connect with students’ out-of-school experiences. With the purpose of investigating the practice of teachers who are successful in meeting this challenge, ethnographic research was carried out in the classrooms of 16 “successful motivators” (Lamb, 2017). These teachers were identified in a survey were a randomly drawn sample of English teachers in grades 6–9 had been asked about beliefs and practices. The research took place during 2015 and 2016. Three types of data were collected: (a) field data: observations of lessons, including informal conversations with teachers and students, (b) interview data: semi-structured interviews with teachers and focus group interviews with students, and (c) documentary data: lesson plans, teaching materials, and artifacts produced by students. 

Investigations of the following topic areas have been carried out:

• Teachers’ motivational strategies 
• Digital media creation and L2 motivation
• Culturally-responsive teaching and L2 motivation
• Teacher–student relationships and the influences on students’ motivation
• Teachers’ self-disclosure practices and the influences on students’ motivation
• Teacher empathy and students’ motivation
• Students’ engagement and disaffection
• Motivation and project work 

Henry, A., Sundqvist, P. & Thorsen, C., (2019). Motivational Practice: Insights from the Classroom. Lund: Studentlitteratur.
First chapter:  PDF

RESEARCH INTERESTS AND SELECTED PUBLICATIONS

My research involves the psychology of language learning and teaching, and falls into six main areas.

 

(i) Second Language Motivation

 

Much of my work has focused on motivation to learn English. As well as empirical studies with an emphasis on motivational dynamics and the employment of complex dynamic systems methodologies, my work has also focused on construct and conceptual development.

 

Henry, A. & Cliffordson, C. (2017). The impact of out-of-school factors on motivation to learn English: Self-discrepancies, beliefs, and experiences of self-authenticity. Applied Linguistics 38 (5)688-712. https://doi.org/10.1093/applin/amv060

 

Thorsen, C., Henry, A. & Cliffordson, C. (2018, advance access). The case of a missing person? The current L2 self and the L2 Motivational Self System. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2017.1388356

 

 

(ii) Multilingualism

 

Following on from my thesis work, I have continued to examine the motivational effects of parallel language learning, and the influences – positive and negative – of the simultaneous acquisition of two or more foreign languages.  

 

Henry, A. (2017). L2 motivation and multilingual identities. Modern Language Journal 101 (3) 548-565. https://doi.org/10.1111/modl.12412

 

Henry, A. & Thorsen, C. (2017, advance access). The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education. International Journal of Multilingualism.  doi.org/10.1080/14790718.2017.1411916

 

 

(iii) Directed Motivational Currents (DMCs)


A directed motivational current is a novel construct that captures high-intensity motivation that endures over time. My work has involved the development and empirical validation of the DMC construct.

 

Henry, A., Davydenko, S. & Dörnyei, Z. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. Modern Language Journal 99 (2) 329-345https://doi.org/10.1111/modl.12214

 

Dörnyei, Z., Henry, A. & Muir, C. (2016). Motivational Currents in Language Learning: Frameworks for Focused Interventions. New York: Routledge. https://www.taylorfrancis.com/books/9781317679257

 

 

(iv) Language Teacher Identities

 

As a language teacher educator, I am interested in all aspects of identity development during programs of preservice education.

 

Henry, A. (2016). Conceptualizing teacher identity as a complex dynamic system: Tensions during the practicum. Journal of Teacher Education 67 (4), 291-305https://doi.org/10.1177/0022487116655382

 

Henry, A. & Tynkkinen, M. (2017). Becoming a process researcher of one’s own development: Using an identity mapping model to make sense of transformation dynamics during the practicum. In T. Gregersen & P. D. MacIntyre (Eds.). Innovative Practices in Language Teacher Education (pp. 295-228). New York: Springer.

 

 

(v) Language Learning and Migration


Globalization and increased transnational migration mean that growing numbers of adults find themselves learning additional languages, either by choice or through circumstances not of their choosing. My work has focused on language choices in communication events, and the effects of lingua franca English on willingness to communicate in Swedish.  

 

Henry, A. (2016). Swedish or English? Migrants’ experiences of the exchangeability of language resources. International Journal of Bilingual Education and Bilingualism 19 (4) 442-463. https://doi.org/10.1080/13670050.2015.1008979

 

Henry, A. (2016). Enablements and constraints: Inventorying affordances associated with lingua franca English. International Journal of Bilingual Education and Bilingualism 19 (5) 488-510. https://doi.org/10.1080/13670050.2015.1014465

 

 

(vi) Digital Technologies and Students’ Motivation


Digital technologies constitute an important dimension of language learning, both within and beyond the classroom. My work has focused on the influences of digitally-mediated experiences on motivation to learn English.

 

Henry, A. (2013). Digital gaming and ELT: Bridging the authenticity gap. In E. Ushioda (Ed.). International perspectives on English language teaching: Motivation (pp. 133-155). Houndmills: Palgrave McMillan. https://www.palgrave.com/gp/book/9781137000866

 

Adolphs, S., Clark, L., Dörnyei, Z., Glover, T. Henry, A. Muir, C., Sánchez-Lovano, E., & Valstar, M. (2018, advance access). Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self. System. doi.org/10.1016/j.system.2018.07.014

 

INTERNATIONAL COLLABORATION

As well as individual studies, I have collaborated on book and anthology projects with leading researchers in the UK, Hungary, Canada and Japan.  

 

Dörnyei, Z., MacIntyre, P. D. & Henry, A. (2015). Motivational Dynamics in Language Learning. Bristol, England: Multilingual Matters. http://www.multilingual-matters.com/display.asp?K=9781783092567

 

Lamb, M., Csizér, K., Henry, A. & Ryan, S. (in preparation). Handbook of L2 Motivation. Houndmills: Palgrave.

 

OUTREACH

In carrying out research into the psychology of language learning and teaching, and important aim has been to provide accessible and useable guidance and materials to practitioners. In addition to regularly speaking at language teacher conferences, I have written a number of textbooks and collaborated in the development of course syllabi, and production of materials for teachers as part of the ‘Språksprånget’ program (Lärarlyft för Moderna Språk, Skolverket).

 

Henry, A. (2008). Upside Down A: Stories from the English-speaking world. Stockholm: Natur & Kultur.

 

Henry, A. (2009). Upside Down B: More stories from the English-speaking world. Stockholm: Natur & Kultur.  

 

Henry, A. (2010). Listen Up! Stockholm: Natur och Kultur.

 

Henry, A. (2012). Echo Stories (English 5). Stockholm: Natur och Kultur.

 

Henry, A. (2013). Turning Points. Århus: Systime.

 

Henry, A. (2013). Upside Down. Århus: Systime.

 

Henry, A. & Persson Å. (2014). Echo Stories (English 6). Stockholm: Natur och Kultur.

 

In 2015 the ’Echo’ books were shortlisted for the BELMA (Best European Learning Materials Award). (Aim: to recognise “high quality educational materials that have been produced in any country in Europe).

 

Teaching

I teach language education on programs for primary, secondary and upper secondary teachers. In addition I teach on courses in general education, and supervise and examine undergraduate degree projects.

Publikationer


A drama of selves : Investigating teacher identity development from dialogical and complexity perspectives

Publicerat

A drama of selves : Investigating teacher identity development from dialogical and complexity perspectives

Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been...

Challenges in bridging between cultures of English experience

Publicerat

Challenges in bridging between cultures of English experience

Critical Perspectives

Publicerat

Critical Perspectives

Motivation and funds of knowledge

Publicerat

Motivation and funds of knowledge

Motivation and the importance of teacher–student relationships

Publicerat

Motivation and the importance of teacher–student relationships

Motivational activities and identity work

Publicerat

Motivational activities and identity work

Online Media Creation and L2 Motivation : A Socially Situated Perspective

Publicerat

Online Media Creation and L2 Motivation : A Socially Situated Perspective

Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity...

Understanding language learners' motivation

Publicerat

Understanding language learners' motivation

Weaving webs of connection : Empathy, perspective taking, and students' motivation

Publicerat

Weaving webs of connection : Empathy, perspective taking, and students' motivation

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practic...

What Motivates Students?

Publicerat

What Motivates Students?

Young people and English : A changing landscape with changing challenges

Publicerat

Young people and English : A changing landscape with changing challenges

Digital innovations in L2 motivation : Harnessing the power of the Ideal L2 Self

Publicerat

Digital innovations in L2 motivation : Harnessing the power of the Ideal L2 Self

Sustained motivation is crucial to learning a second language (L2), and one way to support this can be through the mental visualisation of ideal L2...

Disaffection and agentic engagement : ‘Redesigning’ activities to enable authentic self-expression

Publicerat

Disaffection and agentic engagement : ‘Redesigning’ activities to enable authentic self-expression

Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterise negative responses to classroom practice of a generally...

Motivational Practice : Insights from the Classroom

Publicerat

Motivational Practice : Insights from the Classroom

Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters

Publicerat

Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters

Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively...

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

Publicerat

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

While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplina...

Teacher-Student Relationships and L2 Motivation

Publicerat

Teacher-Student Relationships and L2 Motivation

Positive relationships with teachers are important for students’ second language motivation. However, little is known about how interpersonal...

The Ideal Multilingual Self : Validity, Influences on Motivation, and Role in a Multilingual Education

Publicerat

The Ideal Multilingual Self : Validity, Influences on Motivation, and Role in a Multilingual Education

L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual’s different languages hav...

Becoming a Process Researcher of One's Own Development : Using an Identity Mapping Model to Make Sense of Transformation Dynamics During the Practicum

Publicerat

Becoming a Process Researcher of One's Own Development : Using an Identity Mapping Model to Make Sense of Transformation Dynamics During the Practicum

Inspired by Steenbeek and van Geert’s (2015) proposal that teachers need to become process researchers of their own development, and making use of...

L2 Motivation and Multilingual Identities

Publicerat

L2 Motivation and Multilingual Identities

By tradition, L2 motivation research has a monolingual bias – the motivational systems of a learner’s different languages conceptualized as separat...

Rewarding foreign language learning : effects of the Swedish grade point average enhancement initiative on students' motivationto learn French.

Publicerat

Rewarding foreign language learning : effects of the Swedish grade point average enhancement initiative on students' motivationto learn French.

In order to reinstate interest and motivation for learning foreign languages (FLs) other than English, the Swedish government has recently reformed...

The case of a missing person? The current L2 self and the L2Motivational Self System

Publicerat

The case of a missing person? The current L2 self and the L2Motivational Self System

In Dörnyei's (2009a) theorizing, motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepan...

The Impact of Out-of-School Factors on Motivation to Learn English : Self-discrepancies, Beliefs, and Experiences of Self-authenticity

Publicerat

The Impact of Out-of-School Factors on Motivation to Learn English : Self-discrepancies, Beliefs, and Experiences of Self-authenticity

English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in...

Conceptualizing Teacher Identity as a Complex Dynamic System : The Inner Dynamics of Transformations During a Practicum

Publicerat

Conceptualizing Teacher Identity as a Complex Dynamic System : The Inner Dynamics of Transformations During a Practicum

Currently, the inner dynamics of teacher identity transformations remain a “black box.” Conceptualizing preservice teacher identity as a comple...

Enablements and constraints : Inventorying affordances associated with lingua franca English

Publicerat

Enablements and constraints : Inventorying affordances associated with lingua franca English

Transcultural flows of capital, culture and communication have created conditions for the widespread movement of people around the globe, leading t...

Motivational currents in language learning : Frameworks for focused interventions

Publicerat

Motivational currents in language learning : Frameworks for focused interventions

Building on Zoltán Dörnyei's authoritative work in the field of learner motivation, this book introduces a new conceptualization-Directed...

Swedish or English? : Migrants' experiences of the exchangeability of language resources

Publicerat

Swedish or English? : Migrants' experiences of the exchangeability of language resources

Patterns of transmigration emerging as a consequence of globalization are creating new and complex markets for communicative resources in which...

Tredjespråksinlärning och motivation

Publicerat

Tredjespråksinlärning och motivation

Bicultural or Hybrid? : The Second Language Identities of Students on an English-Mediated University Program in Sweden

Publicerat

Bicultural or Hybrid? : The Second Language Identities of Students on an English-Mediated University Program in Sweden

It has been suggested that in foreign language learning and ELF situations, identity might not be implicated in any great extent. Focusing on the...

Differences in English teachers’ approaches to pupils’ out-of-school English encounters in relation to school and pupil demographic factors

Publicerat

Differences in English teachers’ approaches to pupils’ out-of-school English encounters in relation to school and pupil demographic factors

The purpose of this questionnaire-based study is to investigate whether differences in ways in which teachers of English view the challenge of...

Generating Engagement : A Content Analysis of the Motivational Qualities in EFL Teachers’ Descriptions of Motivating Activities

Publicerat

Generating Engagement : A Content Analysis of the Motivational Qualities in EFL Teachers’ Descriptions of Motivating Activities

Students’ declining motivation to learn English in school presents a major challenge for teachers (Ushioda, 2013) and motivation researchers need t...

The Anatomy of Directed Motivational Currents : Exploring Intense and Enduring Periods of L2 Motivation

Publicerat

The Anatomy of Directed Motivational Currents : Exploring Intense and Enduring Periods of L2 Motivation

In a series of articles Dörnyei and his colleagues (Dörnyei, Ibrahim, & Muir, 2015; Dörnyei, Muir, & Ibrahim, 2014; Muir & Dörnyei, 2013) describe...

Att vara ett global medborgare : skapandet av språkliga identiteter i och utanför skolan

Publicerat

Att vara ett global medborgare : skapandet av språkliga identiteter i och utanför skolan

I kapitlet beskrivs språk som en kontext, och fokus är på identitetsskapande som kan kopplas till inlärning av främmande språk och språkanvändning.

Conclusion: Hot enough to be cool? : The promise of dynamic systems research

Publicerat

Conclusion: Hot enough to be cool? : The promise of dynamic systems research

Elevers möten med engelska i och utanför skolan : Upprop till deltagande i forskningsprojektet Bridging the Gap

Publicerat

Elevers möten med engelska i och utanför skolan : Upprop till deltagande i forskningsprojektet Bridging the Gap

Exploring multi-sited ethnography as an approach for studying good practice in the L2 classroom

Publicerat

Exploring multi-sited ethnography as an approach for studying good practice in the L2 classroom

Introduction This paper explores multi-sited ethnography (Marcus, 2011) as a research strategy in L2 classroom research in regard to a specific...

‘I wouldn’t want to travel to France either. Not even for fun’: The impact on L3 self-concepts of non-self-determined motivation

Publicerat

‘I wouldn’t want to travel to France either. Not even for fun’: The impact on L3 self-concepts of non-self-determined motivation

Introduction : Applying Complex Dynamic Systems Principles to Empirical Research on L2 Motivation

Publicerat

Introduction : Applying Complex Dynamic Systems Principles to Empirical Research on L2 Motivation

Learner archetypes and signature dynamics in the language classroom : A retrodictive qualitative modelling approach to studying L2 motivation

Publicerat

Learner archetypes and signature dynamics in the language classroom : A retrodictive qualitative modelling approach to studying L2 motivation

This study explores the use of ‘retrodictive qualitative modelling’ (RQM), a novel approach described for L2 research by Dörnyei (2014) that involv...

Motivational dynamics in language learning

Publicerat

Motivational dynamics in language learning

Retrodictive Qualitative Modelling : Lessons from a pilot study

Publicerat

Retrodictive Qualitative Modelling : Lessons from a pilot study

In this paper we offer an evaluation of 'retrodictive qualitative modelling' (RQM) in action. Drawing on data from a Hong Kong setting, we offer an...

Swedish students’ beliefs about learning English in and outside of school

Publicerat

Swedish students’ beliefs about learning English in and outside of school

In Sweden students’ encounters with English in and out of school are very different. Spending around 20 hours per week in English-mediated...

The Dynamics of L3 Motivation : A Longitudinal Interview /Observation-Based Study

Publicerat

The Dynamics of L3 Motivation : A Longitudinal Interview /Observation-Based Study

Learning a third language (L3) in school is a common experience for students in countries all over the world, particularly in Europe where a centra...

The Dynamics of Possible Selves

Publicerat

The Dynamics of Possible Selves

Dörnyei’s recasting of L2 motivation as a process of self-discrepancy has not only generated scores of journal articles and book chapters focusing ...

The motivational effects of cross-linguistic awareness : developing  third language pedagogies to address the negative impact  of the L2 on the L3 self-concept

Publicerat

The motivational effects of cross-linguistic awareness : developing  third language pedagogies to address the negative impact  of the L2 on the L3 self-concept

Learning a third language (TL) brings with it particular pedagogical demands. In the pedagogy of TL learning now emerging, the development of...

Digital games and ELT : bridging the authenticity gap

Publicerat

Digital games and ELT : bridging the authenticity gap

In this chapter I will suggest that in cultural contexts such as Sweden where English is an integral part of young people’s everyday lives and is...

English language learning for international employability

Publicerat

English language learning for international employability

Have you ever been to England? You know, they speak really weird English there'. : Some implications of the growth of English as a global language for the teaching of English in the UK

Publicerat

Have you ever been to England? You know, they speak really weird English there'. : Some implications of the growth of English as a global language for the teaching of English in the UK

This article describes two inter-related research projects concerned with the teaching and learning of English in contemporary contexts, where...

Motivation, Gender, and Possible Selves

Publicerat

Motivation, Gender, and Possible Selves

Despite the consistency with which gender differences have been found in second language motivation, little systematic research has taken place on...

Postcolonial texts and events : cultural narratives from the English-speaking world

Publicerat

Postcolonial texts and events : cultural narratives from the English-speaking world

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