ABSTRACT
This chapter focuses on the research question “How does motivation to belong relate to language learning in the context of the study?” The chapter explores findings from the performative language teaching workshops conducted with the students from the Migrant Access Programme (MAP) in relation to three research themes: belonging as feeling safe in translanguaging; belonging as laughing together in creative collaboration; and belonging as being committed to learning. In recognition of the embodied nature of the research and of the value of the participants’ contributions, it is presented as a multi-sensory account, including (where possible) participant’s direct quotes and authentic visual representations of their work, such as writing samples where they have marked intonation. These are examined alongside the written and audio recorded observations of the facilitator/researchers’ own embodied experience. It concludes with reflections on how such an approach, including its focus on the students’ pre-existing linguistic knowledge, provided the opportunity to connect as a group, which in turn enhanced learners’ sense of commitment.
