Motivation constitutes a fundamental aspect of language acquisition, as posited by Dörnyei (2020). The sociological framework of investment, encompassing a student’s identity and commitment within the language learning process, complements the psychological dimension of motivation (Norton, 2013). Within the sociological perspective on foreign language acquisition, research explores how learners negotiate or partially reject different positions within learning contexts and analyses power relations in classrooms and language communities that either facilitate or impede the language learning process (Norton, 2022).

The theoretical foundation of investment resides at the intersection of capital, identity, and ideology. From a societal standpoint, language learning investment hinges on the cultural and human capital at one’s disposal and/or the desired capital to be attained (e.g., improved socioeconomic status), and the impact on one’s identity, particularly concerning aspects discriminated against in their first language or culture, such as homosexuality. Additionally, ideologies that structure power and dictate the inclusion or exclusion of specific societal groups play a crucial role. This triad of capital, identity, and ideologies is accessible through the social construct of agency, i.e. an individual’s ability to act within society (Darvin, 2019).

In the European context, where students are required to learn at least two additional languages, the role of third language acquisition is pivotal in education. In the German context of grammar schools (Gymnasien), students commonly choose between French and Spanish as their third language. Third language learning is characterised by intricate interactions between languages, denoted as foreign language-specific factors by Hufeisen (2018) and the multilingual factor by Herdina and Jessner (2002). Existing research indicates that the learner’s multilingual profile significantly influences their language learning motivation (author; Henry, 2017). Furthermore, recognizing the complexity and dynamic nature of multilingual systems, Włosowicz (2013) asserts that the role of motivation in third or additional language acquisition surpasses the intricacies observed in second language acquisition.

Building upon these insights, this study contends that findings on motivation for third or additional languages are transferable to the concept of investment in third or additional language learning. Dagenais (2003) underscores the complexity of investment, attributing it to the different languages learned and the varied aspects of investment associated with each language and between them. While the concept of investment has predominantly been explored in the context of English language learning among adults or immigrants, this presentation seeks to extend this scholarly domain to the third language classroom in schools. The primary objective is to address the research question: (RQ1) What causes French adolescent learners’ investment to emerge in formal French language learning?

To address the first research question (RQ1), an empirical longitudinal study was undertaken in a French language classroom within a German grammar school. Notably, this class employed student-designed portfolios encompassing various sections (e.g., grammar, vocabulary, creativity), systematically integrated into the students' three-year French learning journey. A secondary research question surfaced during classroom observations, adding depth to the investigation: (RQ2) How does portfolio work contribute to the emergence of investment in the French language classroom? From a cohort of 22 students aged 14-15, the teacher and I identified nine as "special" based on observable fluctuations in motivation throughout the school year. After this identification, I designed an interview setting using multiple methods. The method of mapping cards (Heinemann, 2018) was used to present factors influencing motivation according to Man et al. (2018) to the students so that they could select three pivotal cards and elucidate their significance. After this, I converged the methods of ethnographic interviews (Knoblauch, 2001), portfolio examinations (Baturay & Daloğlu, 2010) and stimulated recall methodology (Gass & Mackey, 2017), when we examined their portfolio and aspects of their perception of their French language learning. Interview guidelines were prepared for each section of the portfolio (section 1: my languages and I representing the student’s multilingual learning; section 2: the French language and culture and methods focusing on their formal learning; section 3: creativity containing autonomously written texts; and section 4: exams also containing assessment and corrections) but used independently according to each participant and their portfolio. After the interview, the students were asked to map the cards again and changes were analysed. Given the longitudinal use of portfolios since the students’ initial learning year, they serve as comprehensive documentation, enabling a holistic analysis of their language learning trajectory. The data was then transcribed and analysed using grounded theory analysis. The analysis included different coding methods, most importantly line-by-line coding, open coding and focused coding (Bryant, 2017). I could establish connections between the different codes that result in a structured map. In this presentation, I aim to illustrate the findings in the structured map and provide the analysis (line-by-line coding) of a dense excerpt of the interview on students’ investment and the portfolio work’s contribution to the emergence of investment.

The results of this case study show that drivers and inhibitors of investment, the focused codes, are interconnected. The central drivers that lead investment to emerge are not only single factors but also their interactions between working autonomously and agentively, learning with enjoyment, exploring and creating, working on relevant issues and skills but also learning in a plurilingual and multimodal way. Collaborative endeavours and interactive learning also contribute significantly to the emergence of investment. Conversely, solitary activities, particularly homework, fail to instigate investment. Learners value variety in activities, emphasizing the importance of avoiding frustration and boredom while presenting diverse learning opportunities. Additionally, psychological factors such as self-concept, extrinsic motives, the desire for improvement, and the need for security play pivotal roles in fostering investment. Examining the impact of portfolio work on these core factors reveals a pronounced influence. Portfolio activities promote autonomy and agency through autonomous writing and design, facilitate learning with enjoyment as well as exploring and creating through creative tasks, and encourage the pursuit of relevant topics and skills through individualised selections. Moreover, learning in a plurilingual and multimodal way aligns with the multilingual learning opportunities offered in the portfolio. Some extrinsic motives can be found in the assessment moments of the portfolio but also the need for security when it comes to presenting one’s portfolio. Here, the contrasting inhibitor of “participating only if one is prepared” also applies to portfolio work. In this case study, the emergence of investment is attributed to psychological, didactic, and social factors, with portfolio work emerging as a tool for bounding and sustaining investment in French language learning. The didactical implications drawn from these results highlight the importance of fostering learner autonomy and agency, promoting collaborative work, addressing psychological security needs, and cultivating a strong will to learn.

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