Engagement with language: interrogating a construct
Open accessAbstract
In ‘Language awareness and language learning’ (Svalberg, 2007 Svalberg, A. M.-L. 2007. Language awareness and language learning. Language Teaching, 40(4): 287–308. [Crossref] , [Google Scholar]) I concluded that the otherwise diverse and multidisciplinary field of language awareness (LA) is given coherence by its focus on engagement with language. I argued that LA is seen as active and not merely as a state of conscious awareness or sensitivity. This paper goes one step further by developing and testing the construct. It discusses what engagement with language might consist of and contrasts with and how it can be identified. Cognitive, social, and affective aspects of engagement, including notions such as attention, autonomy, and agency, are posited. Having arrived at first at a working definition and then an expanded and refined definition, the construct is applied to some classroom and student interview data. Some tentative conclusions about English for Speakers of Other Languages (ESOL) students' engagement with language, what motivates, facilitates, and hinders it, are drawn. The main purpose of the paper is, however, to try and determine the usefulness or otherwise of the construct as such, how it relates to other constructs in the literature, and where it might be taken in future research.
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Svalberg's model of engagement with language does not make reference to behavior but incorporates the possibility of cognitive, social, and affective facets and acknowledges interdependence between social, cognitive, and affective states.
“Svalberg's suggested model of 'engagement with language' does not make reference to behavior, but it does incorporate the possibility of cognitive, social, and affective facets, noting that 'in addition to its cognitive aspects [engagement with language] crucially involves a range of social and affective phenomena' (Svalberg, 2009, p. 243). While she does not specify engagement as multidimensional”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Svalberg, 2009
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- Authors
- Svalberg, A. M.-L.
- Affiliations
- University of Leicester (GB)
- Corresponding author
- Svalberg, Agneta Marie-Louise
- Venue
- Language Awareness
- Publisher
- Informa UK Limited
- Published
- 2009-10-21
- Volume
- 18
- Issue
- 3-4
- Pages
- 242-258
- ISSN
- 0965-8416 (ISSN-L)
- 1747-7565
- OpenAlex
- W1966123699
- Cited by
- 405
- References
- 27
- Citations by year
- 2026: 63 · 2025: 54 · 2024: 56 · 2023: 48 · 2022: 35 · 2021: 25 · 2020: 27 · 2019: 36 · 2018: 8 · 2017: 12 · 2016: 14 · 2015: 10 · 2014: 2 · 2013: 4 · 2012: 8
- FWCI
- 31.22
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Language Awareness (publishedVersion)
- Figshare (submittedVersion, cc-by)
- Leicester Research Archive (University of Leicester) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- construct definition, language learning, cognitive engagement, social engagement, emotional engagement, learner autonomy, learner agency, attention, ESL learners, motivation, second language acquisition
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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