This article examines the relationship between collective memory and individual second‐language (L2) learning motivation as articulated in a qualitative research study with language revitalization practitioners. These practitioners learn and teach their languages and engage in other activities in order to bring Indigenous or ancestral languages into new use following a period of loss. In this study, 28 revitalization practitioners from eight language communities were interviewed about why they choose to learn their languages, what challenges they face, and what supports them in their practice. Interviews were first analyzed using inductive thematic analysis and were subsequently analyzed deductively to engage with research on the functions of autobiographical memory. Findings show how collective memories are made salient in the language revitalization experience, how individuals grapple with painful memories of what their communities and families endured as a result of colonization, and how these collective memories impact individual L2 motivation. These findings illustrate the importance of collective memory in theorizing L2 motivation in order to enhance understanding of context, dismantle overly individualistic interpretations of L2 motivation models, and open avenues for critically engaging with historical trauma and resistance.

中文翻译：

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语言振兴实践中的记忆和动机


本文研究了集体记忆与个人第二语言 （L2） 学习动机之间的关系，正如在对语言振兴实践者进行的定性研究中所阐明的那样。这些从业者学习和教授他们的语言并参与其他活动，以便在一段时间的损失后将土著或祖先语言带入新的用途。在这项研究中，采访了来自 8 个语言社区的 28 名振兴从业者，了解他们为什么选择学习自己的语言，他们面临哪些挑战，以及是什么支持他们的实践。首先使用归纳主题分析对访谈进行分析，随后进行演绎分析，以参与自传体记忆功能的研究。研究结果显示了集体记忆如何在语言振兴体验中变得突出，个人如何努力应对他们的社区和家庭因殖民化而遭受的痛苦记忆，以及这些集体记忆如何影响个人的 L2 动机。这些发现说明了集体记忆在将 L2 动机理论化中的重要性，以增强对上下文的理解，拆除对 L2 动机模型的过度个人主义解释，并为批判性地参与历史创伤和抵抗开辟途径。