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Xolimbe o a Komila An a qizi
“Xo ijiy ilologiya” ka ed asi, O’zbekis on Milliy Uni e si e i,
[email p o ec ed]
Bax iddino a Raximaxon Bax iddin qizi
Mas e ’s S uden , TESOL P og am, Webs e Uni e si y In Tashken ,
[email p o ec ed]
MEMORY AND MOTIVATION IN LANGUAGE REVITALIZATION PRACTICE:
A CRITICAL ANALYSIS
Abs ac : This a icle p esen s a c i ical analysis o Taylo -Adams' (2024) s udy on he
ela ionship be ween collec i e memo y and mo i a ion in language e i aliza ion p ac ice.
Th ough examina ion o 28 p ac i ione s om eigh language communi ies, he o iginal s udy
demons a es how sha ed communi y his o ies—including his o ical auma and ances al
connec ions—p o oundly shape indi idual L2 lea ning mo i a ions. This analysis e alua es he
s udy's heo e ical con ibu ions, me hodological s eng hs, and limi a ions, pa icula ly ega ding
gene alizabili y and c oss-cul u al applicabili y. While acknowledging cons ain s in sample
scope and compa a i e analysis, his e iew a i ms he s udy's signi icance in challenging
u u e-o ien ed L2 mo i a ion pa adigms and ad ancing e hical esea ch p ac ices wi h
Indigenous communi ies.
Keywo ds: language e i aliza ion, L2 mo i a ion, collec i e memo y, Indigenous language
lea ning, his o ical auma, quali a i e esea ch, he i age language, language endange men
In oduc ion
Language e i aliza ion ep esen s a c i ical challenge o Indigenous and mino i y language
communi ies. Taylo -Adams' (2024) a icle, "Memo y and Mo i a ion in Language
Re i aliza ion P ac ice," published in The Mode n Language Jou nal, o e s a signi ican
con ibu ion by explo ing collec i e memo y's ole in L2 mo i a ion—an o en-o e looked
dimension. T adi ional L2 mo i a ion esea ch emphasizes u u e-o ien ed cons uc s,
pa icula ly Dö nyei's (2009) L2 Mo i a ional Sel Sys em, which ocuses on lea ne s' ideal
u u e sel es. Howe e , Taylo -Adams challenges his pa adigm by demons a ing ha o
language e i aliza ion p ac i ione s, he pas is equally—i no mo e—in luen ial. Th ough
quali a i e in e iews wi h 28 p ac i ione s om eigh language communi ies, he s udy e eals
how collec i e memo ies o communi y his o y, his o ical auma, and ances al connec ions
p o oundly impac indi idual lea ne s' mo i a ion, pe sis ence, and engagemen . This analysis
e alua es Taylo -Adams' heo e ical con ibu ions and me hodological app oaches, assessing
bo h s eng hs and limi a ions. The s udy is no ewo hy o i s commi men o Indigenous
me hodologies, espec ul ea men o his o ical auma, and po en ial o eshape applied
linguis ics' unde s anding o mo i a ion beyond mains eam con ex s. By posi ioning collec i e
memo y as cen al o L2 mo i a ion, he s udy in i es econside a ion o indi idualis ic
mo i a ional heo ies and ecogni ion o language lea ning's deeply ela ional and his o ically
si ua ed na u e.
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Summa y o he O iginal S udy
Taylo -Adams' s udy in es iga ed why language e i aliza ion p ac i ione s choose o lea n hei
languages, wha challenges hey ace, and wha ac o s sus ain hei engagemen . The esea ch
employed semi-s uc u ed in e iews conduc ed ia ideo in summe 2020, wi h ollow-up
in e iews in summe 2021, in ol ing 28 p ac i ione s om eigh language communi ies: se en
U.S. Indigenous communi ies (Lushoo seed, Nuu-wee-ya', nimipuu ím /Nez Pe ce, Yup'ik, Xaa
Kíl/Haida, mi sqanaqan, Nan icoke) and one om Singapo e (K is ang). Re lec ing Indigenous
esea ch p inciples, Taylo -Adams—iden i ying as a non-Indigenous whi e esea che —
consul ed communi y leade s who shaped p ocedu es and ec ui ed pa icipan s. Pa icipan s
e iewed ansc ip s be o e analysis began. Da a analysis p oceeded h ough wo phases:
induc i e hema ic analysis using g ounded heo y, allowing hemes o eme ge o ganically,
ollowed by heo e ical coding engaging wi h au obiog aphical memo y li e a u e. Key indings
e ealed h ee hemes. Fi s , collec i e memo ies we e explici ly in oked in language p ac ice
h ough adi ional na a i es and sel -in oduc ions. Second, lea ne s con on ed his o ical
auma embedded in language e i aliza ion—acknowledging bo h discou aging and mo i a ing
e ec s. Thi d, collec i e memo y unc ions we e o ganized in o iden i y, di ec i e, and con inui y
unc ions, showing how p ac i ione s posi ion hemsel es as empo al b idges be ween ances o s
and u u e gene a ions. Pa icipan s demons a ed sophis ica ed empo al pe spec i es collapsing
pas -p esen - u u e dis inc ions.
Theo e ical Con ibu ions and S eng hs
Taylo -Adams makes a compelling case o inco po a ing collec i e memo y in o L2 mo i a ion
amewo ks. He challenge o he o e whelmingly u u e-o ien ed pa adigm is heo e ically
signi ican , pa icula ly when d awing on cogni i e esea ch showing memo y and u u e
imagina ion a e neu ologically in e wined. The unc ional axonomy—iden i y, di ec i e, and
con inui y unc ions—o e s p ac ical amewo ks o unde s anding how collec i e memo y
ope a es wi hin indi idual mo i a ion.
The s udy esponds o calls wi hin applied linguis ics o con ex ually g ounded app oaches o
mo i a ion. By demons a ing ha indi idual mo i a ions a e undamen ally shaped by collec i e
his o ies and ela ionships, Taylo -Adams p o ides empi ical e idence ha pu ely psychological,
indi idual-di e ence app oaches a e insu icien . Me hodologically, he s udy demons a es
excep ional igo in e hical engagemen wi h Indigenous communi ies. Taylo -Adams' explici
a en ion o posi ionali y e lec s commi men o e lexi i y. Rec ui men h ough communi y
leade s, pa icipan ansc ip e iew, and mul i-s age membe -checking exempli y espec o
Indigenous esea ch p inciples. The i e a i e analysis—combining induc i e disco e y wi h
heo e ical engagemen —s eng hened alidi y while allowing hemes o eme ge na u ally a he
han imposing p ede e mined ca ego ies. The s udy's g ea es s eng h is cen e ing Indigenous
oices h ough ex ensi e di ec quo a ions, allowing p ac i ione s o a icula e sophis ica ed
unde s andings o empo ali y, iden i y, and mo i a ion. Ra he han dismissing pa icipan s'
pe spec i es as me apho ical, Taylo -Adams ea s hem as legi ima e concep ualiza ions. The
s udy app op ia ely acknowledges his o ical auma—a opic SLA esea ch o en a oids—
showing how pain ul memo ies can simul aneously discou age and uel mo i a ion h ough
healing and esis ance.
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Limi a ions and C i ique
Despi e i s s eng hs, he s udy has no able limi a ions. The sample o 28 pa icipan s om eigh
communi ies, wi h geog aphic concen a ion in he U.S. and only one non-Indigenous communi y
(K is ang), aises ques ions abou expe ien ial di e si y and gene alizabili y. Limi ed
demog aphic in o ma ion abou pa icipan s—ages, p o iciency le els, educa ional
backg ounds—p e en s sys ema ic analysis o how di e en posi ionali ies a ec he memo y-
mo i a ion ela ionship. He i age speake s wi h ea ly exposu e may ela e o collec i e memo y
di e en ly han new speake s encoun e ing he language h ough o mal lea ning. The s udy's
empo al scope wa an s conside a ion: da a collec ion occu ed du ing COVID-19 (summe
2020-2021), a pe iod o heigh ened social uphea al, which may ha e shaped pa icipan s'
discussions o loss and auma di e en ly han o he ci cums ances. In e iew da a cap u es how
pa icipan s consciously ame mo i a ions a he han necessa ily e ealing all in luen ial ac o s,
and lacks obse a ional o beha io al da a ha could iangula e indings. Wi hou beha io al
measu es, he s udy es ablishes collec i e memo y's salience bu canno de ini i ely demons a e
causal impac on lea ning ou comes.
The gene alizabili y ques ion p o es cen al. Language e i aliza ion con ex s possess dis inc i e
ea u es ha may limi ans e abili y. Re i aliza ion p ac i ione s eclaim ances al languages
wi h he edi a y and cul u al connec ions, unlike mos L2 lea ne s s udying ex e nal languages.
The speci ic his o ical auma in Indigenous language con ex s di e s om o he he i age
language lea ning si ua ions. The communal, ela ional na u e o mo i a ion may e lec
speci ically Indigenous ela ional on ologies a he han uni e sally applicable amewo ks. The
s udy exhibi s limi ed c oss-cul u al compa a i e analysis despi e including eigh communi ies.
While ea ing K is ang exce p s as compa able o Indigenous examples, i does no examine
whe he collec i e memo y ope a es di e en ly in Singapo e's pos colonial u ban con ex e sus
ese a ion con ex s. Among U.S. Indigenous communi ies, insu icien a en ion add esses how
di e en colonial expe iences, language i ali y le els, and ins i u ional suppo migh p oduce
di e en memo y-mo i a ion ela ionships.
E alua ion and Implica ions
Taylo -Adams success ully challenges en enched assump ions abou L2 mo i a ion by
demons a ing empi ically ha collec i e memo y shapes indi idual lea ning mo i a ions. This
ep esen s undamen al econcep ualiza ion wi h implica ions beyond e i aliza ion con ex s. The
s udy excels in ea ing di icul opics—con on ing his o ical auma wi hou sani izing i —
e ealing how pain ul his o ies can gene a e bo h g ie and de e mina ion. The me hodological
app oach o e s an equi able esea ch model o wo king wi h Indigenous communi ies,
demons a ing ha e hical igo and schola ly con ibu ions ein o ce a he han con lic .
Howe e , he s udy's heo e ical ambi ions occasionally exceed wha da a suppo . While Taylo -
Adams acknowledges gene alizabili y as "a key ques ion o he u u e," indings should be
posi ioned as de ini i ely applicable o e i aliza ion and he i age language con ex s, po en ially
ele an o lea ne s wi h s ong cul u al/ amilial language connec ions, and wo hy o
in es iga ion (bu no assumed) o ypical o eign language lea ne s.
P ac ical applica ions o language eaching include alida ing pedagogical app oaches
inco po a ing collec i e memo y and communi y his o y in o ins uc ion. Howe e , eache s mus
na iga e his o ical memo y's dual na u e ca e ully—collec i e memo ies o auma can
o e whelm lea ne s, necessi a ing auma-in o med pedagogy and emo ional suppo aining.
The con inui y unc ion o e s pa icula pedagogical po en ial, encou aging lea ne s o conside
hei oles connec ing pas and u u e gene a ions h ough ac i i ies like imagining ances o
con e sa ions.
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Recommended u u e esea ch should examine collec i e memo y ac oss b oade in e na ional
language e i aliza ion con ex s. Longi udinal esea ch acking p ac i ione s o e ime would
e eal mo i a ional dynamics c oss-sec ional in e iews canno cap u e. In e en ion s udies
es ing pedagogical app oaches based on collec i e memo y could p o ide p ac ical guidance.
Mos impo an ly, esea ch led by Indigenous schola s using Indigenous epis emologies could
de elop cul u ally g ounded heo e ical amewo ks genuinely cen e ing Indigenous knowledge
a he han adap ing Wes e n psychology.
Conclusion
Taylo -Adams' s udy ep esen s signi ican schola ly con ibu ion challenging undamen al
assump ions in L2 acquisi ion esea ch. By demons a ing ha collec i e memo y p o oundly
shapes indi idual lea ne s' mo i a ions, he s udy dis up s he p edominan ly u u e-o ien ed
pa adigm cha ac e izing L2 mo i a ion heo y. The unc ional axonomy—iden i y, di ec i e, and
con inui y unc ions—p o ides conc e e mechanisms h ough which sha ed communi y his o ies
in luence pe sonal choices. Me hodologically, he s udy exempli ies e hical esea ch p ac ice
wi h Indigenous communi ies, o e ing guidance o academic engagemen wi h his o ically
ma ginalized communi ies gene ally. The willingness o engage c i ically wi h coloniza ion,
iolence, and in e gene a ional su e ing while highligh ing Indigenous esilience ep esen s
impo an decoloniza ion o applied linguis ics esea ch.
Howe e , ques ions emain abou gene alizabili y beyond language e i aliza ion con ex s and
c oss-cul u al applicabili y. Sys ema ic compa ison examining how di e en con ex s p oduce
di e en memo y-mo i a ion ela ionships would s eng hen unde s anding. The single non-
Indigenous communi y ep esen ed dese es ho ough analysis. F om p ac ical pe spec i e, he
s udy alida es eaching app oaches inco po a ing collec i e memo y while aising impo an
cau ions abou his o ical memo y's dual na u e equi ing hough ul pedagogical na iga ion.
Fu u e in e en ion s udies could p o ide e idence-based p og am design guidance.
In assessmen , Taylo -Adams con incingly demons a es collec i e memo y's impo ance o L2
mo i a ion and ha heo ies mus accoun o lea ne s' ela ionships wi h he pas alongside
u u e isions. While ques ions emain abou scope and applicabili y, he s udy es ablishes a
ounda ion o u u e esea ch.
Fo applied linguis ics b oadly, his s udy challenges undamen al econcep ualiza ion: Can we
mo e beyond indi idualis ic, u u e-o ien ed models e lec ing Wes e n assump ions owa d
amewo ks accoun ing o di e se lea ning con ex s? The s udy demons a es his equi es
heo e ical sophis ica ion and e hical commi men —genuine engagemen wi h communi ies
whose expe iences ha e been ma ginalized in academic discou se. Ul ima ely, "Memo y and
Mo i a ion in Language Re i aliza ion P ac ice" eminds us language lea ning is embedded in
ela ionships—wi h communi ies ac oss ime, wi h his o ies o su e ing and esilience, wi h
collec i e aspi a ions. By making space o collec i e memo y in mo i a ion heo y, Taylo -
Adams en iches unde s anding o language lea ning as p o oundly human, ela ional, and
empo ally complex. This bene i s no only e i aliza ion p ac i ione s bu all language lea ne s
na iga ing iden i y, communi y, his o y, and linguis ic p ac ice.
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