Dear Members of the SIG,
I would like to introduce the following Viewpoint Article, which is part of the Special Issue on "Translanguaging, Medium of Instruction and LX Learning Motivation" that is published in the
International Journal of Applied Linguistics.
In this viewpoint article, we advance a paradigm shift in understanding language learning motivation (LLM) in multilingual classroom contexts. The 13 contributions collectively demonstrate that traditional, monolingually grounded frameworks, such as the L2MSS,
are epistemologically misaligned with the fluid, dynamic realities of learners who draw on integrated linguistic and multimodal repertoires. In response, the papers reconceptualise LLM through a translanguaging lens, introducing notions, including the translanguaging
learning experience (Tai 2025a), translingual selves (Lau and Tremblay 2026), transepistemic motivation (Qiu and Zheng 2026) and the LX Motivational Self System (Slamet and Choi 2026).
Across diverse instructional contexts—EMI, CLIL, CMI and L3 classrooms—translanguaging emerges as a powerful mediator that not only enhances students’ LLM but also satisfies BPN, reduces anxiety and fosters translingual identities (e.g., Wen and Fang 2026;
Wong 2025; Li et al., Forthcoming). Crucially, LLM is shown to be distributed across micro‑, meso‑ and macro‑level ecologies, shaped by moment‑to‑moment interaction, institutional policies and broader sociocultural ideologies (e.g., Zuo et al. 2026; Tai 2025a;
Qiu and Zheng 2026).
This paper also proposes a refined theoretical framework for researching translanguaging and LLM in context, which offers a coherent foundation for future research. In particular, the emerging concept of AI‑mediated translanguaging spaces opens new avenues
for investigating how generative AI can serve as a non‑human semiotic resource to support students’ LLM, epistemic engagement and critical AI literacies. As multilingual education continues to expand worldwide, shifting the focus from medium‑of‑instruction
to medium‑of‑learning and from static self‑guides to dynamic, co‑constructed translanguaging learning experiences, will be essential for designing equitable, motivating and transformative classrooms. This special issue thus calls on researchers, teachers and
policymakers to embrace a translanguaging orientation to LLM, one that honours learners’ full repertoires and recognises motivation as emergent, relational and context‑sensitive.
Please see the attached PDF for your reference.
Many thanks,
Kevin Tai
Professor Kevin W. H. Tai
BA (Hons 1) (Newcastle, UK), MSc (Oxon), PhD (UCL), FHEA, FRSA
Assistant Professor of Language and Literacy Education
Co-Director, Centre for Advancement in Inclusive and Special Education
Faculty of Education
The University of Hong Kong
Honorary Research Fellow, UCL Institute of Education, University College London
Editor,
The Language Learning Journal (Routledge)
Associate Editor,
International Journal of Bilingual Education and Bilingualism (Routledge)
Executive Guest Editor,
International Journal of Applied Linguistics (Wiley)
The
World's Top 1% Scholar and HKU Scholar in the Top 1%, Clarivate Analytics, 2025
The
World’s Top 2% Most-Cited Scientist (Languages and Linguistics),
Stanford University, 2024 and 2025 (Elsevier)
Email (HKU):
kevi...@hku.hk
Email (UCL):
kevi...@ucl.ac.uk
Telephone: (852) 3917 6107
