The multilingual subject : what foreign language learners say about their experience and why it matters

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The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners (2013, background): “Judicious use of L1 in monolingual EFL contexts can have positive effects for L2 development (Kramsch, 2009; Ni egorodcew, 1997).”
Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts (2012, background): “Her new relationship with French is influenced by the language learning experience she has had in Portugal, an issue which could be pursued in more detail as has recently been done by researchers interested in learners’ narratives (e.g. Kramsch, 2009; Oxford, forthcoming; Todeva & Cenoz, 2009).”
Sixty Years of Language Motivation Research (2017, background): “To deal with this situation, Kramsch (2009) recommends that teachers try to detect aspects in the syllabus that can be subject to emotional arousal, such as love or hate, to encourage more learner investment in the lesson.”
On emotions in foreign language learning and use (2015, background): “This finding nicely illustrates Kramsch’s (2009) exhortation that passion and desire are at the heart of the teaching FLs: “Even if we teach a syllabus that is not of our choice and texts we have not selected, we need to find something about them that we either love or hate, but that we are not indi”