Abstract
ABSTRACT The paper discusses the findings regarding future possible selves based on research with Russian-speaking migrant pupils in English state-funded primary schools at Key Stage 2 (7–11 years old). Its aim is to explain the nature and characteristics of ideal selves of primary-level migrant children. The methodology comprises a qualitative longitudinal multiple-case study with five embedded cases. Evidence derives from 63 interviews and seven months of participant observations. Drawing on seminal work in language learning motivation research, the study uses an integrated drawing-based elicitation technique. The findings challenge earlier claims that middle-childhood level children do not have a clear future possible self, showing how pupils express diverse, at times pragmatic and practical but remarkably profound, ideal selves in their L2 (second language) schools. The study expands on the concept of the ideal self and calls into question any definitive conclusions in the field of primary level children’s ideal selves and learning motivation.
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