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• W3090896992 abstract "In the context of high attrition rates in language subjects at the tertiary level in Australia, an examination of classroom practices that encourage long-term investment in L2 studies is warranted. After discussing the centrality of the concept of vision and of future self-guides in cutting-edge theories in L2 motivation research, this chapter examines the motivating potential of learning activities operationalizing the construct of L2 vision. A pedagogy rooted in visualization activities offers several benefits in the Australian context, as it ensures that the variety of linguistic and non-linguistic motives for which individuals pursue language studies is discussed in the language classroom, allowing students with different base degrees to reflect on how L2 learning forms part of their future personal and professional identity. The chapter bridges the divide between theory and practice by proposing a semester-long visionary program centred on three activities, paving the way for trial implementations." @default.
• W3090896992 created "2020-10-08" @default.
• W3090896992 creator A5033098298 @default.
• W3090896992 date "2020-01-01" @default.
• W3090896992 modified "2023-09-24" @default.
• W3090896992 title "Drawing upon Disciplinary Knowledge to Foster Long-Term Motivation: Implementing Future L2 Selves in the Australian Tertiary L2 Classroom" @default.
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• W3090896992 doi "https://doi.org/10.1007/978-3-030-50925-5_21" @default.
• W3090896992 hasPublicationYear "2020" @default.
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