Exploring cross-linguistic fluidity of multilingual motivation self systems: an empirical study from a translanguaging practice perspective

Abstract

With the acceleration of globalisation and the increasing prevalence of multilingual communication, the traditional L2 motivational self system (L2MSS) has shown limitations in explaining the complex cross-linguistic motivations of multilingual learners. This study aims to examine the multilingual motivational self system from a translanguaging perspective, investigating its cross-linguistic fluidity and the role of translanguaging in shaping multilingual motivation. Adopting a mixed-methods design, the study analyzed quantitative data from 557 Chinese multilingual learners through structural equation modelling and complemented semi-structured interviews with five participants. The results showed that learners’ attitudes toward translanguaging were moderately connected to the ideal L2 self and L2 learning experience. Teachers’ translanguaging practices showed moderate to strong connections with learners’ ideal LOTEs (languages other than English) self and LOTEs learning experience. Learners’ translanguaging was moderately connected to L2 and LOTEs motivational self systems. In contrast, only weak correlations were observed between translanguaging attitudes and the ought-to LOTEs self. In addition, moderate correlations were identified between corresponding dimensions of the L2 and LOTEs motivational self systems. These findings highlighted the pivotal role of translanguaging in facilitating the cross-linguistic fluidity of multilingual motivational self system. The results offered valuable insights for the design of pedagogy in multilingual education.

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