Student Motivation and Identity Construction in an Intensive U.S. French Immersion Program
This study explores how U.S. college students experience integrative and instrumental motivation and how their sociolinguistic identity is understood, represented and constructed through their multiple experiences learning French as a Foreign Language (FFL) in an intensive Summer French Language Imm...
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| Language: | en |
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2012
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| Online Access: | http://hdl.handle.net/10393/23190 |