Lanvers U. (2024). Language Learning Beyond English: Learner Motivation in the Twenty-First Century. Cambridge University Press: Book Review

Abstract

This review examines Ursula Lanvers’ Language Learning Beyond English: Learner Motivation in the Twenty-First Century, a timely contribution to the fields of applied linguistics and language education policy. The book critically investigates how the global dominance of English shapes learner motivation, multilingual practices, and national language policies, while marginalizing other languages (LOTEs). Lanvers employs a five-part motivational framework to analyze the complex, dynamic interplay between English as a tool for global mobility and as a force that perpetuates linguistic inequality.Central to the book is the innovative moving motivation model, which classifies learner motives into four quadrants—Individual‑Instrumental, Individual‑Intrinsic, Collective‑Intrinsic, and Collective‑Instrumental—illustrating how motivations shift across time and context. The analysis moves from macro-level discussions of linguistic imperialism and policy imbalances to micro-level pedagogical strategies, advocating for educational approaches that integrate intercultural competence, community engagement, and global citizenship.While praised for its interdisciplinary rigor, theoretical originality, and practical relevance for educators and policymakers, the book is noted for its predominantly Eurocentric focus. The review suggests that deeper engagement with contexts from the Global South—such as the Gulf region, where English interacts with local identity, economic change, and educational reform—would strengthen its global applicability. Incorporating empirical examples, such as technology‑enhanced collaborative learning, could further illustrate how motivational principles can be translated into classroom practice. Overall, Language Learning Beyond English offers a nuanced, well‑structured exploration of motivation in multilingual settings and underscores the need for aligned pedagogical, policy, and ideological commitments to sustain linguistic diversity. It is a valuable resource for language teachers, curriculum designers, researchers, and policymakers working to navigate the tensions between global English demands and the vitality of local languages.