Student motivation in Waldorf foreign language classrooms

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Published: 2017-04-28
DOI: https://doi.org/10.57087/Verbeia.2017.4213

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Aida Montenegro
Alanus University of Arts and Social Sciences

Abstract

This paper contributes to the understanding of the concept of student motivation in foreign language learning. Taking into account Waldorf teachers’ optimal classroom experiences (n=18) in foreign language classrooms, this study presents as a conclusion two relationships that emerge in a language learning process: the relationship between the learner and his/her learning environment and the relationship between the learner and his/her school subject. These relationships display seven key aspects namely relatedness/autonomy, contemplation, curiosity, received/offered feedback, language complexity, tolerance towards language, and sensorial activation. These aspects were analysed taking into account a theoretical framework focused on student motivation. This paper encourages teachers and researchers to investigate the Waldorf Approach for teaching foreign languages, not only in Waldorf schools, but also in mainstream public school and multicultural settings that are applying this approach. 

Article Details

Issue

Vol. 3 No. 2 (2017): Verbeia: Journal of English and Spanish Studies: Revista de Estudios Filológicos Nº2

Section

Lingüística

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How to Cite

Student motivation in Waldorf foreign language classrooms. (2017). VERBEIA. Revista De Estudios Filológicos. Journal of English and Spanish Studies, 3(2), 66-87. https://doi.org/10.57087/Verbeia.2017.4213

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