Heritage-language motivation framework for indigenous HL2 learners: revitalisation, identity, and cultural participation¶

Theory · All theories
Evidence · no claims cited

Description¶

The article organises Māori HL2 learner motivation around the interplay of cultural revitalisation, identity, and access to cultural practices. It argues that for endangered-language learners, motivation differs from learners of dominant languages because "the motivation for wanting to engage in HL2 learning is likely to be tied to the obligation to maintain the language for future generations." It draws on social identity theory, investment (Norton), and cultural frame-switching, and reports a bi-directional relationship between revitalisation and individual motivation.

Design Implications¶

Context¶

Requirements¶

• Learners hold an ancestral or birthright connection to the language, distinguishing HL2 learners from other second language learners

Constraints¶

• The study does not assume Māori language motivations are directly transferable to other indigenous populations or HL2 learners globally

Target Learners¶

• Indigenous heritage language learners, specifically Māori learning te reo Māori as a second language

Target Learning Objectives¶

• Heritage language proficiency for cultural participation, identity, and intergenerational language transmission

Claims¶

Related Theories¶

Examples¶

-

Key Sources¶

• Awanui Te Huia. (2015). Exploring goals and motivations of Māori heritage language learners. Studies in Second Language Learning and Teaching, 5(4), 609-635. https://eric.ed.gov/?id=EJ1135051