- stick or carrot?

1. - stick or carrot? JuniSöderbergArnfast Dep. of Nordic Studies and Linguistics ELAINE Conference: Language Acquisition and Integration November 1st 2016 - Vejle, Denmark Motivation is not what it used to be

2. A brief and selective history of the present • February 2016: New Identification of Refugee Competences • February 2016: Agreement on 21 points in the upcoming tripartite negotiations on the labour market • June 2016: Together about Integration

3. A brief and selectivehistory of Danish Language Education for adults • From short course for immigrant teachers to 60 ECTS professional supplementaryeducation of Danish Language Teachers • Two EVA-reports: • 2013: Evaluation of the supplementaryeducational programme for teachers in the Danish Language Education programme • 2015: The Danish Language Education programme for adult immigrants – the Language Schools’ workqualifyinglearners to job, education, and citizenship • Goals: from • ‘language, employment, citizenship’ to • ‘employment, language, citizenship’ to • ‘employment, (language), citizenship’?

4. Motivation – a look back to a beginning • Gardner, R.C. & Lambert, W.E. (1972): Attitudes and Motivation in Second Language Learning • Distinctionbetween: • Instrumental Motivation reflecting the practical value of learning a secondlanguagesuch as gettinginto a specificeducation or job or gettingahead in a job youalready have. • Integrative Motivation reflects a personalinteresint the people and culturerepresented by the language in question • What did they look at? • High school students in a bilingual society • Whysomewouldgetbetterresults in languagelearningthanothers • Preferences for either instrumental or integrative motivation • Later the talk wouldbe of socio-educational factors

5. Motivation – the psychologicalturn • Deci, E.L. & Ryan, R.M. (1985): Intrinsic motivation and self-determination in human behavior. • Distinctionamong: • Extrinsic Motivation • Intrinsic Motivation • Self-determination • Dörnyei, Z. (2012): Motivation in language learning.  • Investigating: • Mostly school children and foreign language learning • Motivation as a dynamic proces (before-during-after) • Possible selves and imagination

6. Motivation – the poststructuralturn • Norton, B. (2000; 2013): Investment and Language Learning. Gender, ethnicity and educationalchange • Pointing to: • The notion of investment (instead of motivation) • Social construct of relations, power • Bourdieu’ean point of departure

7. Motivation – whycan’tadultlearningbecompared to children’s? Adults • consider the value an the necessity of learningsomethingbeforelearning new things • acknowledgetheirresponsibilities for theirown decisions • bring more and differentexperiencethanyouth to the classroom • have motivation to learnthingsimportant to them and to applywhattheylearn in a real-life situation • arelifecentered or problem centred in theirlearningorientations • aremotivated more by internal pressures thanexternal factors (Knowles et al. 1998)

8. More on differences in adult and childlanguagelearning:

9. Rebecca Oxfords EMPATHICS-model

10. Rebecca Oxfords EMPATHICS-model

11. Motivation in the tripartite agreement? • DLE supporting the effortsprovidingrefugeeswork • DLE content and curriculum needsmodernisation to meet the demands of the labourmarket • … and participation (understoodbroadly) in society • The moneyshouldfollow the refugee • DLE inside the workplace must meetdemands of quality, curriculum and individual potential and needs • DLE still aims at languagetesting and finals

12. Three questions to ask yourself if youwant to combine SLA and integration in a politicalperspective • How do wedefine integration? • Political definition? • Theoreticallybased definition? • How do weestablish motivation for integration? • Old citizens – new citizens? • At whatlevel? Political? Coorporate? Institutional? Interpersonal? Private initiative/enterprise? • How do weconsider the motivation of the approximately 80% of languageschool students, whoare NOT refugees, and many of whomarealreadyself-supporting?

13. Thank you for your attention Litteraturereffered to in this talk: • Deci, E.L. & Ryan, R.M. (1985): Intrinsic motivation and self-determination in human behavior. Plenum, New York. • Dörnyei, Z. (2012): Motivation in language learning. Longman, London. • EVA-report (2013): Evalueringafefteruddannelsesprogrammet for lærereveddanskuddannelserne. DanmarksEvalueringsinstitut. • EVA-report (2015): Danskuddannelsernetilvoksneudlændinge. Sprogcentrenesarbejde med at kvalificerekursisternetilbeskæftigelse, uddannelse og medborgerskab. DanmarksEvalueringsinstitut. • Gardner, R.C. & Lambert, W.E. (1972): Attitudes and Motivation in Second Language Learning. Newbury House, Rowley, MA. • Jarvis, P. (1985): The Sociology of Adult and Continuing Education.Croom Helm, London. • Knowles, M.S., Holton, III, E.F. & Swanson, R.A. (1998): The AdultLearner: The Definitive Classic in Adult Education and Human Ressource Development. Gulf Publishing Co, Houston, TX. • Norton, B (2000; 2013): Investment and Language Learning. Gender, ethnicity and educationalchange. Longman, London. • Oxford, R.L. (2016):’Biasing for the Best’: Looking at New Elements in a Model of LangaugeLarnerWell-Being. In Gałajda et al (eds): Researching Second Language Learning and Teaching from a PsycholinguisticPerspective. Springer International Publishing, Switzerland. • Tal på udlændingeområdet pr. 31.08.2016; www.nyidanmark.dk)