Authors

Discussion

A series of landmark studies have resulted in a paradigm shift in the understanding of language learning motivation, from a static and linear process to a complex dynamic system that delves into the malleable nature of motivation (e.g., Dörnyei, 2014; Larsen-Freeman, 2012). However, while language learning motivation researchers have lavished attention on second language acquisition to this day, the challenge remains in relation to heritage language acquisition. There is also a lack of studies in how multilingual contexts affect the motivation of heritage language learners. To fill these research gaps, this qualitative study explored the motivational dynamics of three Polish as heritage language adult students, who were born and raised in the United Kingdom.

Underpinned by a qualitative research design, the research examined how the participants’ motivations behave like complex dynamic systems and to what extent the multilingual contexts affect their heritage language learning motivations. Additionally, the study uncovered the factors behind the dynamic changes within these learning motivation systems. Data were collected from the participating students’ narrative accounts based on semi-structured interviews and self-reported weekly journal entries compiled over two months. Findings demonstrate that the participants’ language learning motivations fluctuated dynamically throughout the learning process and were largely influenced by their language exposure to multilingual contexts.  The study also unveiled the difficulties these British-born Poles encounter as adult heritage language learners and their corresponding coping strategies. Thus, pedagogical design recommendations were made to offer practical suggestions for heritage language educational practitioners and insights for researchers investigating multilingualism, helping to further progress towards a more inclusive and multilingual British society.