The relationship between imagined communities and investment of multilingual students.
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Abstract
Three multi- language learners describe their needs and desires in light of the foreign languages they were studying. In- depth interviews were carried out and analyzed via thematic analysis and by using a rubric measuring learners’ levels of investment. Findings show a relationship between their desire of being part of an imagined community related to the language under study and their future projections of themselves as speakers of the that language. A further finding was that these projections differed according to the language under study. In addition, the results showed that the more multilingual learners appropriate that target language or imagined community (Anderson, 1991), the more they raise their levels of investment in the languages of study.
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