Research on emotions and second language learning has recently expanded to heritage language education contexts. Influenced by a long tradition in psycholinguistics and second language acquisition, research on heritage language emotions has mainly focused on the statistical effects of emotions on language development rather than examining emotions that relate to social and interpersonal relations. This article responds to these research needs through a critical ethnographic exploration of how emotions of belonging are negotiated through the production and consumption of food at an Arabic heritage language school in the United States. Drawing on data from observations, interviews, and field notes collected during a 2-year period, I argue that the production and consumption of Arabic food during cooking events and classes at the school afford students opportunities to negotiate emotions of belonging toward Arab culture as an embodied and nonessentialist practice, toward diverse religions and nationalities in the heritage school community, and toward the local majority community in the United States. This analysis foregrounds the affordances of occasions in which language learning and emotions are situated within the sociomaterial practices of heritage culture and highlights the need to establish interinstitutional connections with community schools to support the socioemotional well-being and educational equity of immigrant and racialized youth.
{"title":"Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms","authors":"Rima Elabdali","doi":"10.1111/modl.12901","DOIUrl":"https://doi.org/10.1111/modl.12901","url":null,"abstract":"Research on emotions and second language learning has recently expanded to heritage language education contexts. Influenced by a long tradition in psycholinguistics and second language acquisition, research on heritage language emotions has mainly focused on the statistical effects of emotions on language development rather than examining emotions that relate to social and interpersonal relations. This article responds to these research needs through a critical ethnographic exploration of how emotions of belonging are negotiated through the production and consumption of food at an Arabic heritage language school in the United States. Drawing on data from observations, interviews, and field notes collected during a 2-year period, I argue that the production and consumption of Arabic food during cooking events and classes at the school afford students opportunities to negotiate emotions of belonging toward Arab culture as an embodied and nonessentialist practice, toward diverse religions and nationalities in the heritage school community, and toward the local majority community in the United States. This analysis foregrounds the affordances of occasions in which language learning and emotions are situated within the sociomaterial practices of heritage culture and highlights the need to establish interinstitutional connections with community schools to support the socioemotional well-being and educational equity of immigrant and racialized youth.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139573823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For many children in Flanders, Belgium, the language of instruction is not their first language. Allowing children to use their heritage languages in the classroom has been argued to have functional and socioemotional benefits. In two exploratory studies, we introduced a multilingual task in four classrooms across three linguistically and socially diverse primary schools, where Dutch was the language of instruction, to determine how students experience the opportunity to use their linguistic repertoire in class. The multilingual task was preceded by an assessment of students’ emotional reactions to the languages they speak through the Self-Assessment Manikin gauging students’ emotional responses (pleasure, arousal, and dominance), and followed by a semistructured interview on students’ language choices. Both studies yielded similar results. Students generally indicated that they felt happy, calm, and in control when speaking their heritage language. Despite these positive assessments, many students refrained from using their heritage language in the multilingual tasks. A qualitative analysis revealed a variety of language-related reasons leading to linguistic insecurity, language anxiety, and not using the heritage language: perceived language proficiency, language norms, language status, and appropriate contexts for language use. Conversely, we also identified several students who felt proud to showcase their heritage language. While multilingual tasks have the potential to induce positive emotions in students, teachers need to be aware of potential backlash and prepared to navigate the negative emotions surrounding contested language choices.
{"title":"Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks","authors":"Koen Van Gorp, Steven Verheyen","doi":"10.1111/modl.12893","DOIUrl":"https://doi.org/10.1111/modl.12893","url":null,"abstract":"For many children in Flanders, Belgium, the language of instruction is not their first language. Allowing children to use their heritage languages in the classroom has been argued to have functional and socioemotional benefits. In two exploratory studies, we introduced a multilingual task in four classrooms across three linguistically and socially diverse primary schools, where Dutch was the language of instruction, to determine how students experience the opportunity to use their linguistic repertoire in class. The multilingual task was preceded by an assessment of students’ emotional reactions to the languages they speak through the Self-Assessment Manikin gauging students’ emotional responses (pleasure, arousal, and dominance), and followed by a semistructured interview on students’ language choices. Both studies yielded similar results. Students generally indicated that they felt happy, calm, and in control when speaking their heritage language. Despite these positive assessments, many students refrained from using their heritage language in the multilingual tasks. A qualitative analysis revealed a variety of language-related reasons leading to linguistic insecurity, language anxiety, and not using the heritage language: perceived language proficiency, language norms, language status, and appropriate contexts for language use. Conversely, we also identified several students who felt proud to showcase their heritage language. While multilingual tasks have the potential to induce positive emotions in students, teachers need to be aware of potential backlash and prepared to navigate the negative emotions surrounding contested language choices.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139489924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, <span>2022</span>), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, <span>2014</span>). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (<span>1989</span>) famously declared that bilinguals are not the sum of two complete or incomplete monolinguals but have a unique configuration, I would argue that research on the emotions of HL learners, teachers, and users in general can generate unique findings and insights that go beyond the original boundaries. The research presented in this special issue also benefited from recent theoretical, ontological, epistemological, and methodological developments. The first one is the move away from essentialist thinking. The second one is the dynamic view of language systems, both synchronically, diachronically, and contextually. No single aspect of a complex system can be neatly isolated and displayed in a glass case. No single variable follows a linear pattern in its development if the granularity is large enough. Patterns can go up and down; individuals may deviate from the general trend, and individuals may behave differently depending on a wide range of socio-contextual factors but also depending on their mood and degree of tiredness. Everything is loosely interconnected, within the individual, within the groups of peers, within the institution, and within the wider social, economic, historical, ideological, and political contexts. This means that everything can potentially have an influence on everything else and be influenced by it in return. Teachers who are overworked, underappreciated, underpaid, and unhappy risk burnout. Such an example is presented in Afreen and Norton's (<span>2024</span>, this issue) contribution to volunteer teaching. At the start of the 2-year period, the volunteers were struggling and had to use emotional labor strategies to keep a smile on their faces. By the end of the period, the working situation had improved, and teacher morale was better with a small remuneration and better organisation. Students are often emotional mirrors of their teachers. It means that many have suffered too, at the beginning of the study, through a process of negative emotional contagion (Moskowitz & Dewaele, <span>2021</span>). There might have been unseen consequences, as learners may have transmitted this psychological burden to their families. The danger is that a process of negative reinforcement may initiate a negative spiral that affects the mental well-being and performance of teachers and students, parents, and children (see also Song & Wu, <span>2024</span>, this issue). The opposite pattern is also possible, where happy teachers motivate HL students, and where parents using the HL with their children see the linguistic glass
{"title":"Some considerations on the emotions of heritage language learners, teachers, and users","authors":"Jean-Marc Dewaele","doi":"10.1111/modl.12896","DOIUrl":"https://doi.org/10.1111/modl.12896","url":null,"abstract":"<p>This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, <span>2022</span>), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, <span>2014</span>). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (<span>1989</span>) famously declared that bilinguals are not the sum of two complete or incomplete monolinguals but have a unique configuration, I would argue that research on the emotions of HL learners, teachers, and users in general can generate unique findings and insights that go beyond the original boundaries. The research presented in this special issue also benefited from recent theoretical, ontological, epistemological, and methodological developments. The first one is the move away from essentialist thinking. The second one is the dynamic view of language systems, both synchronically, diachronically, and contextually. No single aspect of a complex system can be neatly isolated and displayed in a glass case. No single variable follows a linear pattern in its development if the granularity is large enough. Patterns can go up and down; individuals may deviate from the general trend, and individuals may behave differently depending on a wide range of socio-contextual factors but also depending on their mood and degree of tiredness. Everything is loosely interconnected, within the individual, within the groups of peers, within the institution, and within the wider social, economic, historical, ideological, and political contexts. This means that everything can potentially have an influence on everything else and be influenced by it in return. Teachers who are overworked, underappreciated, underpaid, and unhappy risk burnout. Such an example is presented in Afreen and Norton's (<span>2024</span>, this issue) contribution to volunteer teaching. At the start of the 2-year period, the volunteers were struggling and had to use emotional labor strategies to keep a smile on their faces. By the end of the period, the working situation had improved, and teacher morale was better with a small remuneration and better organisation. Students are often emotional mirrors of their teachers. It means that many have suffered too, at the beginning of the study, through a process of negative emotional contagion (Moskowitz & Dewaele, <span>2021</span>). There might have been unseen consequences, as learners may have transmitted this psychological burden to their families. The danger is that a process of negative reinforcement may initiate a negative spiral that affects the mental well-being and performance of teachers and students, parents, and children (see also Song & Wu, <span>2024</span>, this issue). The opposite pattern is also possible, where happy teachers motivate HL students, and where parents using the HL with their children see the linguistic glass ","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139431752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well-being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b) provide concrete and meaningful recommendations for supporting HS well-being and HL development from a transformative positive psychology lens. Data for the current qualitative study were provided through two separate methodologies. First, 64 HSs of Spanish responded to a qualitative questionnaire probing the emotional reactions and memories instigated by authentic HL classroom reading material on sensitive topics of racism, bilingualism, and immigration. The themes identified in written narrative data through an inductive thematic approach were then used as a foundation for semistructured interviews with language learners (n = 6) and educators (n = 8) from eight different HL backgrounds. Findings revealed feelings of comfort and discomfort, and even trauma and healing, in HLE spaces rooted in (a) language learning experiences, (b) social memories of (dis)comfort, and (c) intergenerational histories. Together, the data suggest how the HL classroom can act both as a trigger of social injustice, linguistic insecurity, and family conflict and, at the same time, as a space instigating affective reactions associated with social rebellion, linguistic confidence, intergenerational healing, and emotional refuge. Specific pedagogical recommendations are made to equip educators with a concrete toolkit for the HL classroom.
{"title":"Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double-edged sword","authors":"Meagan Driver","doi":"10.1111/modl.12899","DOIUrl":"https://doi.org/10.1111/modl.12899","url":null,"abstract":"As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well-being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b) provide concrete and meaningful recommendations for supporting HS well-being and HL development from a transformative positive psychology lens. Data for the current qualitative study were provided through two separate methodologies. First, 64 HSs of Spanish responded to a qualitative questionnaire probing the emotional reactions and memories instigated by authentic HL classroom reading material on sensitive topics of racism, bilingualism, and immigration. The themes identified in written narrative data through an inductive thematic approach were then used as a foundation for semistructured interviews with language learners (<i>n</i> = 6) and educators (<i>n</i> = 8) from eight different HL backgrounds. Findings revealed feelings of comfort and discomfort, and even trauma and healing, in HLE spaces rooted in (a) language learning experiences, (b) social memories of (dis)comfort, and (c) intergenerational histories. Together, the data suggest how the HL classroom can act both as a trigger of social injustice, linguistic insecurity, and family conflict and, at the same time, as a space instigating affective reactions associated with social rebellion, linguistic confidence, intergenerational healing, and emotional refuge. Specific pedagogical recommendations are made to equip educators with a concrete toolkit for the HL classroom.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139431756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}