The Role of Desire in Empowering Language Learning
Michael Rabbidge
Understanding motivation to learn a language can be complex, especially when approached from psycholinguistic or sociocultural perspectives. Psycholinguistic theories often generalize reasons for language learning, potentially overlooking individual experiences and providing little insight for teachers puzzled by students' lack of interest. Similarly, sociocultural perspectives tend to rely on overarching narratives that may downplay individual agency in learners' decision-making processes.
Despite the complexities, desire emerges as a key element in the pursuit of language learning. Spivak's assertion that "Education is the non-coercive rearrangement of desires" (2002) emphasizes the intricate connection between education and individual desires. Motha and Lin (2014) extend this idea, positing that desire acts as the epicenter of all learning experiences, linking language identity, power, agency, and drive to the fundamental motivation for learning a new language.
Examining the role of desire reveals that it originates from a conscious recognition of lack, a realization that one wants something currently unavailable. This recognition energizes action, turning into a productive drive or desire (Deleuze & Guattari, 1977). However, it can also be potentially oppressive, highlighting unattainable goals and influencing the pursuit of said desires (Motha & Lin, 2014). Achieving desired outcomes depends on a delicate interplay of social and personal factors, making the journey to learning a language a complex endeavor.
Some individuals may express a desire to learn a language without fully grasping the feasibility of such an undertaking. Factors influencing this feasibility range from socioeconomic and political considerations to sociocultural elements, perceptions of aptitude, age, cross-linguistic differences, anxiety, and cognitive factors like memory.
Desire acts as a powerful force propelling individuals through the challenges of language learning. It shapes the initiation of learning, persistence through difficulties, goal-setting, resource investment, active engagement, risk-taking, and the development of a positive emotional connection to the language and culture. Cultivating and sustaining a strong desire proves crucial in enhancing the overall language learning experience.
Acknowledgment of desire's pivotal role in language learning holds significant implications for language teaching. Insight into the intricate interplay of individual desires during the learning process can guide educators and practitioners in several key areas.
For example, tailoring instructional approaches becomes paramount when recognizing desire as a driving force for language learners. This involves aligning instructional methods with the personal motivations of students, incorporating diverse materials, activities, and contexts that resonate with their desires, thereby enhancing the overall learning experience.
Cultivating intrinsic motivation rooted in personal desires and interests contributes to sustained and autonomous language learning. By designing activities that tap into learners' passions, educators foster self-driven exploration and commitment to the language, promoting a more enduring and meaningful engagement.
Mitigating language anxiety can also be facilitated by understanding the relationship between desire and emotional well-being. Educators can create supportive environments by minimizing anxiety, thereby promoting a positive emotional connection to language learning. This approach enhances students' willingness to take risks and actively engage in the learning process.
Setting realistic goals based on learners' desires contributes to a sense of accomplishment and sustained motivation. This approach encourages a step-by-step progression aligned with individual aspirations, fostering a positive and empowering learning environment.
Emphasizing the sociocultural context of desire highlights its connection to societal discourses and expectations. Educators can address these influences by promoting a nuanced understanding of language learning, empowering learners to navigate their desires within broader cultural narratives.
Encouraging lifelong learning by recognizing desire as a central force underscores the potential for ongoing language proficiency. Instilling a love for language and fostering a positive emotional connection empowers educators to contribute to learners' curiosity and passion for linguistic and cultural exploration beyond formal educational settings.
Incorporating these implications into language teaching practices not only enhances instructional effectiveness but also nurtures a dynamic and student-centered learning environment. By valuing and leveraging the role of desire, educators can inspire a lifelong passion for language learning and encourage meaningful engagement with diverse linguistic and cultural experiences.
References
Deleuze, G., & Guattari, F. (1977). Anti-Oedipus: Capitalism and schizophrenia. New York, NY: Viking Press
Motha, S., & Lin, A. (2014). “Non-coercive Rearrangements”: Theorizing Desire in TESOL. TESOL Quarterly, 48(2), 331-359
Spivak, G. (2002, July). Postcolonial literature. Paper presented at the Graduate Seminars on Postcolonial Literature, University of Hong Kong, Pokfulam, Hong Kong.