Global perspectives on heritage language education and emotion: Introduction to the special issue

Modern Language Journal, Год журнала: 2024, Номер 108(S1), С. 3 - 13

Опубликована: Янв. 1, 2024

Fear, anxiety, and uncertainty creep into the confidence learner has previously placed in their knowing is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, reflections that disrupt familiar comfortable sense being knowing, but once middle we must press on through to other side or be carried away by fear—the fear myths stereotypes have, until now, informed how have come know (Styres, 2019, p. 29). Recent decades seen exponential growth attention two research areas second language acquisition (SLA), which—until now—have continued along relatively separate independent paths. On one hand, scholars focused steadily increased interest better understanding relationships between learning emotions (e.g., Agudo, 2018; Dewaele & Li, 2020; Dörnyei et al., 2014; Simons Smits, 2020), which led an exciting evolution classroom initiatives footed affective dynamics emotional well-being SLA Helgesen, n.d.). At same time, field heritage education (HLE) also tremendous boost, dedicated who continue explore new theories teaching practices geared toward fostering successful healthy spaces for learners (HLLs). As these bodies work expand, educators spearhead pedagogies serve speakers, families, HLE stakeholders, absence exploring variables among this population becomes more apparent and, at times, problematic as whole. The term speaker (HS) often used refer individuals grew up exposed nonmajority home (i.e., language) socially dominant majority language. It includes community (Wiley, 2005) Indigenous (Fairclough Beaudrie, 2016). (HL) typically acquired household naturalistic interaction relatives, caretakers, familial network (Pascual y Cabo Rothman, 2012), leading HSs develop varying degrees bilingualism languages while maintaining strong cultural connection HL (Valdés, 2001). heart concept lie asymmetric power differentials characterizing social, political, educational ramifications, which, taken together, shape many experiences lived different contexts. Due convergence pressures, allusions aspect HS been present long time literature, explicit efforts understand them remained minimal Prada 2020). This special issue addresses gaps investigates complex interplay HLs approaching it from global perspective goes beyond Western and/or Global North conceptualizations terms. In doing so, collection articles takes large degree freedom its conceptualization counts HS, what constitutes HL, aspects brought focus. Additionally, employ methodological diversity hopes stimulating approaches study (and beyond) HLE. Capitalizing above, introductory article, lay out key theoretical cornerstones underpinning emotional–affective turn studies. To end, first providing brief snapshot emotion growing, yet largely disconnected, fields work. Various models within behavioral neurosciences (Barrett Satpute, 2017; Butler, LeBlanc 2015; Li Pessoa, 2018), well (Dewaele Gregersen Wang, highlight pedagogical implications processes. These forged pathways instruments MacIntyre, 2023), methodologies psychosocial movements Multilingual Learning Toolkit, 2023; Pishghadam 2013) solidly situating learning. Still, though growing number addressing gives ample opportunity investigate myriad contexts evaluate classrooms, literature insensitive learners’ sociolinguistic profiles. result, significant questions can posed regarding validity existing audience, classrooms countries main focal point agendas. A close inspection reveals overwhelming representation so-called (L2) foreign (FL) contexts, heritage, migrant, minoritized communities absent empirical addition, bases itself emotion, results narrow realm may not apply multilingual multicultural learners. Moreover, focus L2 FL fail recognize detected acknowledged traditional paradigms, otherwise translate assumptions similarity types. For example, linguistic insecurity appeared narrative HLL populations Coryell Clark, 2009; Tseng, 2021), studies intersection Driver, 2023). Therefore, larger situate experience SLA. short, broader received little attention, leaving minoritized—and racialized—forms multilingualism most agendas (Prada unaware ill prepared might arise Indeed, expanding patterns globalization, around world continues rise, attracted particular Even topic overlooked mentioned afterthought central investigative concerns. so even themes, such shame embarrassment, included accounts experiences. clear, much alluding does exist still assumes one-to-one parallel reactions settings. poses problems (a) conceptualizing (b) preparing guardians negative environments, (c) assessing whether beneficial effects thus-far-studied positive Within SLA, anxiety identified common there considerable practical interventions make use emotions, enjoyment, combat HSs, however, remains uninformed variety involved learning, generational trauma, successfully create effective environments speakers. Given HSs’ intimate intercultural, historical connections never emotionally neutral endeavor, consideration highly warranted. With foci social (Fischer Manstead, 2008) physiological (Caldwell-Harris 2011) terms like mood interchangeably only vaguely defined literature. cognitive science, conceptualized “short-lived, feeling-arousal-purposive-expressive phenomena help us adapt opportunities challenges face during important life events” (Reeve, 2009, 301). They are, nature, multidimensionally inseparable context. affect generally meaning, include moods, feelings, attitudes condition affect) behavior (Arnold, 1999). together now understood cognition Dewaele, 2010) components driving outcomes. Research footing Horwitz, 1986)—the dominated some 30 years—and motivation Dörnyei, 1994; Gardner Smythe, 1981), realms steady since 1980s developed side-by-side. Encouragingly, evolved far past address wider range guilt; Teimouri, 2018). fact, drive cope general, coupled enthusiasm promote stronger overall slowly surely promoted particularly last decade. trend, known psychology (MacIntyre 2016), inspired renewed vibrant dedication attitudes, enjoyment Resnik Schallmoser, 2019; Zheng Zhou, 2022), self-efficacy Goetze self-beliefs Kyo, 2021; Mercer, 2011), student teacher further extending scope history trajectory continuous exploration novel 2021b; unique perspectives Iida, 2012) increasingly broad stakeholders Martin, Sudina 2021). Promisingly, trends globalization critical themes push forward diverse perspectives, epistemologies, peace mind (外语平和心态, waiyu pinghe xintai; e.g., Zhou 2021) blossoming Eastern traditions recent development transformative (Mercer Gregersen, anchors justice well-being. specifically respect date. Around scholarly was getting under way, seeing earlier origins Cummins, 1983; Valdés, 1989). addition put defining Brutt-Griffler Makoni, 2005; Carreira, 2004; Van Deusen-Scholl, 2003) investigating characteristics grammar use, syntax, pronunciation; Ilieva, 2012; Yoneda, following saw came bring group policies politics affecting maintenance Bale, 2010; Burnley, Seals Shah, biliteracy 2006), multiculturalism, bilingual programs, needs HLLs ElHawari, While researchers were setting stakeholder colleagues taking pushing back against deficit views Leeman, 2018) challenging detrimental ideologies García, Prada, Just hitting robust awareness Mendoza, Leeman 2011; Ohara Machida, established Now, consider pursue issues, race, ethnicity, immigration, identity—all nature—in order foster encouraging generally, across Thus, opposite directions similar interests goals. Although few meaningful transdisciplinary Chew Napier, Tse, 1997). Family stigmas instill or, alternatively, Moroe, Sevinç, 2022). Pedagogical materials potential elicit array pride curiosity anger frustration 2021a), impact outcomes worse. Importantly, relationship should no means unidirectional. lead conflicting positive, negative, mixed simultaneously family relationships, academic school spaces. multidimensional experiences, appreciate culture, context, What play role HLE? How do compare those traditionally highlighted SLA? factors unfold interact speakers’ use? Namely, our aim uncover bottom-up discomfort trauma; 2024, issue) landscape context compares “traditional” thus far, educators. Our questions, therefore, act guide mobilizing categories directly relevant allow frame greater third question possibility enjoyment) alone carry protective insecurity) define home, community, school, abroad). purpose advance knowledge maintenance, gear understandings creation support HLLs. Empirical take qualitative, quantitative, mixed-methods approaches, carefully methods instructed, (including Arabic, Bangla, Czech, Spanish, Taishanese) Pinuyumayan Hla'alua) world. Intergenerational autoethnographic capture both parent child (Song Wu, issue). Qualitative video recordings, observations, surveys, student–parent–teacher interviews reveal emotion-laden intricacies interactions all way (Cantas, issue), community-based (Afreen Norton, issue; Elabdali, primary settings (Van Gorp Verheyen, university (Driver, Quantitative analyses offer insight future adaptation design scales (Huang Chan, Apart classroom, lab settings) explored, authors including learners, parents, brings discussing studied factors—including investment issue)—but underexplored HLE, (dis)comfort conflict (Elabdali, Song perezhivanie teaching, identity. Through mother–daughter autoethnography, Wu (2024, own Korean maintenance. Their findings feelings insecurity, shame, frustration—but interest—as Amber engages her United States Korea. Narratives mother daughter complexities labor guardian suggest tensions establish favor offering behind-the-scenes view analysis social–emotional–familial aide educators—particularly schools—in building awareness, support, children alike journey Cantas expressed relation case Czech–English US Midwest. Drawing semistructured interviews, recordings routine interactions, video-playback she shows playful input limited amounts, encourage HL. introduces Vygotskian perezhivanie, (positive negative) living emerging difficult event, contributes showing children's resistance offers example excluded research, child-centric approach promoting realities juggling outside outlining settings, adds educators’ toolkits realistic emotions. ethnographic conducted over 2 years Arabic (ages 4−16) Northeastern States, Elabdali sheds light culture food production consumption Her based dataset observations fieldnotes 132 hours online classes 69 total in-person hallway, recess interactions; teachers, students; conversations director. Findings show cooking events give negotiate belonging language, attachment culture. negotiation fusion national religious affiliations contact. demonstrating centered sharedness preventative measures nonbelonging communities. Working Afreen Norton labor, feeling rules aid assess appropriateness feelings), volunteer instructors—a underresearched stakeholders—of Bangla Vancouver, Canada. qualitative data fieldnotes, questionnaires, group, resources (such books materials) seven teachers. approach, draw teachers’ desires agency managing disappointment satisfaction connecting students “mother tongue,” roots. institutional opens much-needed discussion schools, grown vastly COVID-19 pandemic attract high numbers HSs. contribution Verheyen describes specific tasks demonstrates revelatory task-based (TBLT) use. presents triangulation quantitative Self-Assessment Manikin interview 66 Flanders, Belgium backgrounds. conflicted HL(s) comfort in, toward, willingness By monolingual provide template instructors designing benefit groups when courses available. Huang Chan's motivational self system (L2MSS; 2009) endangered perspective, undervalued relevance epistemologies reliable construct (Cronbach's alpha .94) motivation. 293 11 ethnic Taiwan, self, ideal self/own, ought-to self/other influential discuss bifurcated guides model vs. perspectives) demonstrate predictive self/own intensity engagement importance factors, affection attachment, paramount self. responsibility revitalization integral parts looking multilingual, Chan add tools recommendations survey eight backgrounds, Driver explores related classroom. themselves identify benefits, challenges, barriers associated entering pipeline revealing discomfort, trauma healing, stem classroom) racism), alongside intergenerational traumas passed down histories accompany teachers success. pulling Indigenous, disability, race studies, intersectional insights lays foundation collaborations raising voices marginalized drawing provides access knowledge, suggestions, unaddressed, resources. interdisciplinary nature aims prompt backgrounds applied, socio-, psycholinguistics, working populations. sciences, expand reach applied linguistics, need underrepresented evident. keeping great communities, frameworks adopted issue, deeper complete attained collaborating in- out-group contributors remote regions expands international audience readers. We hopeful will catapult expansion still-unexplored holistic reflection individual contributions guiding inspires considerations uncovers nuances gone unrecognized due FL) explored isolated region-specific, opposed global) bringing explorations vast populations, repertoires, constitute advancements made foundations claimed broaden-and-build theory (Fredrickson, 2001), leaves questionable universality constructs field. Though elements they cannot blocks layers looks undo (or least, of) exploited advancement South each zoom conceptual forward. leads teaching. uncovering contexts—for instances reclamation issue); secondary settings—and causes valuable specialized Unlike encompasses formal informal environments. multiple best socioaffective success differ peers, prove classrooms. addressed account forms non-Western motivating open door innovative circumstances. Reflecting pillars built study. employed collection, seek ways incorporate participant paradigms. Specifically, works participatory experimental hold decolonization. Closing commentaries Jean-Marc Glenn Martínez respectively, reflect comprehensively issues processes uncovered cohesive macro theory. celebrating legitimate essential acts empower researchers, educators, members claim heard, valued, respected

Язык: Английский

---

Interactive learning: harnessing technology to alleviate foreign language anxiety in foreign literature education

Interactive Learning Environments, Год журнала: 2024, Номер unknown, С. 1 - 20

Опубликована: Окт. 3, 2024

Язык: Английский

---

Emotions and the language‐ness of experience in heritage language lives

Modern Language Journal, Год журнала: 2024, Номер 108(S1), С. 171 - 173

Опубликована: Янв. 1, 2024

Язык: Английский

---

Some considerations on the emotions of heritage language learners, teachers, and users

Modern Language Journal, Год журнала: 2024, Номер 108(S1), С. 168 - 170

Опубликована: Янв. 1, 2024

This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, 2022), as the interest emotions of learners users (Dewaele & MacIntyre, 2014). By bringing these two strands together, guest editors have created powerful research synergy. Just François Grosjean (1989) famously declared that bilinguals are not sum complete or incomplete monolinguals but unique configuration, I would argue on HL learners, teachers, general can generate findings insights go beyond original boundaries. The presented this also benefited from recent theoretical, ontological, epistemological, methodological developments. first one move away essentialist thinking. second dynamic view systems, synchronically, diachronically, contextually. No single aspect complex system be neatly isolated displayed glass case. variable follows linear pattern its development if granularity large enough. Patterns up down; individuals may deviate trend, behave differently depending wide range socio-contextual factors their mood degree tiredness. Everything loosely interconnected, within individual, groups peers, institution, wider social, economic, historical, ideological, political contexts. means everything potentially an influence else influenced by it return. Teachers who overworked, underappreciated, underpaid, unhappy risk burnout. Such example Afreen Norton's (2024, issue) contribution to volunteer teaching. At start 2-year period, volunteers were struggling had use emotional labor strategies keep smile faces. end working situation improved, teacher morale was better with small remuneration organisation. Students often mirrors teachers. It many suffered too, at beginning study, through process negative contagion (Moskowitz Dewaele, 2021). There might unseen consequences, transmitted psychological burden families. danger reinforcement initiate spiral affects mental well-being performance teachers students, parents, children (see Song Wu, 2024, issue). opposite possible, where happy motivate parents using see linguistic half full rather than empty playful (Cantas, Another big step forward way conceptualised issue: They positive valence they categorised into simplistic "good" "bad" emotions. As Driver points out her contribution, double-edged swords wielded different ways leading outcomes. All experience variety (sometimes conflicting) These more salient classes any other type class because former brings identity issues environment there social pressure conform local expectations. particularly true ambiguous about ethnic, cultural, roots (Samata, From embodied perspective, could say users, linked voices grandparents parents; smell sound food being prepared, tasted, shared joyous atmosphere (Elabdali, issue); music dancing laughing (MacIntyre et al., 2017). Huang Chan show community basis motivation master develop Indigenous self. can, course, reminder cultural values user want reject, memories too painful remember, shame fully fitting anymore anxiety trigger mockery (Sevinç 2018), injustice faced when perceived low-prestige member community. In contrast, foreign (FL) whom new culture no sliver land rising blue sea framed white cumuli none rich connotations multimodal representations FL. Reading various contributions, reminded parallelisms between clients teaching spaces therapeutic spaces, psychotherapists, common aims practices (Bager-Charleson McBeath, 2023). space must provide security act refuge discuss important personal matters, including insecurity, guilt, shame, anger, worry, family conflict love, joy, enthusiasm, resilience, optimism, attachment. psychotherapists like guides, need put effort make progress. painful, slow, nonlinear. inviting reflect choices (in)actions, boost self-awareness, self-understanding, agency, which ultimately lead healing, increased confidence, empowerment. argued applied linguists, we duty promote justice rigorous dissemination our public (Dewaele, contributors reached stage brilliantly. hope will manage reach next too. Educators, school principals, informed just does runway take-off. While proficiency attachment vary considerably, potential growth enormous. control destiny child's three languages. child well. Children peer group mass media, friends extended family, experiences street playground. Parents gardeners prepare soil, plant, water care. Growth languages greatly promoted skillful gardeners, affected nature flowers garden, changing environment, shifting climates (cited Festman 2017, p. 29).

Язык: Английский

---

An asymmetrical partnership: The shifting onus of Hmong heritage language teaching from families to dual‐language programs

Modern Language Journal, Год журнала: 2024, Номер unknown

Опубликована: Окт. 29, 2024

Abstract Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second acquisition, this multiple case study investigates FLPs of two Hmong–American families relation to a Hmong–English dual‐language program (DLP) where their children are enrolled. Interviews, artifacts, and family‐recorded interactions were utilized get full understanding what factors at different levels interaction shaped FLP. The findings reveal that both sets parents perceived relationship between home school as partnership children's heritage development, taking on onus Hmong literacy. This resulted families’ more secondary role and, thus, practices merely supplement content. Importantly, while held similar beliefs regarding DLP maintenance, it was value led families. article concludes limitations implications schools interested wanting better serve learners

Язык: Английский

---

The dynamic relationship between enjoyment and anxiety in monologue communication tasks of Arab female EFL undergraduate students: an idiodynamic approach

Humanities and Social Sciences Communications, Год журнала: 2024, Номер 11(1)

Опубликована: Ноя. 5, 2024

Foreign language learners experience fluctuations in their levels of enjoyment and anxiety during communication tasks as they navigate challenges. These emotional surges can impact cognitive resources speech-processing ability. However, there is scant empirical evidence on the associations between emotions at personal level foreign learning (FLL) task performances. To address this gap, present study utilized idiodynamic approach to investigate relationship monologue performed by Arab Female undergraduate English a (EFL). Participants rated per-second basis after watching video recording performances were interviewed about reasons for ratings. The found that negative varied from strong moderate across 30 segments speech per person. analyzed through triangulation ratings, prompted recall interviews, performance data. As result investigation, four distinct sets factors affected these identified: Task execution (such pre-task preparation time constraints), layout (including its structure theme), cognitive-linguistic transient disruptions conceptualization formulation processes), measure assessment one's own linguistic proficiency).

Язык: Английский

---