{"title":"Forthcoming in The Modern Language Journal, 108, 2","authors":"","doi":"10.1111/modl.12917","DOIUrl":"https://doi.org/10.1111/modl.12917","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938977","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 part of a larger project investigating language awareness in plurilingual settings across educational levels through a multiple case study, this article zooms in on students’ language awareness as it unfolds in a classroom in a Danish upper secondary school, in the context of a compulsory, plurilingual general language awareness course. Considering language awareness as a sociocognitive phenomenon that may meaningfully be observed through students’ engagement with language in the classroom, qualitative data were collected through observation, interviews, and collections of student work, and analyzed using an abductive form of qualitative content analysis. The initial deductive analysis is based on a theoretical model of language awareness; additional, inductive analyses lead to more nuanced descriptions of students’ metalinguistic, practical, and critical language awareness. Finally, a contextualized analysis of one example is given to illustrate the collaborative unfolding of language awareness in this context, leading to the conclusion that the different forms of language awareness studied are often interlinked and that they should be viewed as such both in research and teaching practice.
{"title":"Unfolding language awareness in a plurilingual context: A study of metalinguistic, practical, and critical language awareness","authors":"Line Krogager Andersen","doi":"10.1111/modl.12912","DOIUrl":"https://doi.org/10.1111/modl.12912","url":null,"abstract":"As part of a larger project investigating language awareness in plurilingual settings across educational levels through a multiple case study, this article zooms in on students’ language awareness as it unfolds in a classroom in a Danish upper secondary school, in the context of a compulsory, plurilingual general language awareness course. Considering language awareness as a sociocognitive phenomenon that may meaningfully be observed through students’ engagement with language in the classroom, qualitative data were collected through observation, interviews, and collections of student work, and analyzed using an abductive form of qualitative content analysis. The initial deductive analysis is based on a theoretical model of language awareness; additional, inductive analyses lead to more nuanced descriptions of students’ metalinguistic, practical, and critical language awareness. Finally, a contextualized analysis of one example is given to illustrate the collaborative unfolding of language awareness in this context, leading to the conclusion that the different forms of language awareness studied are often interlinked and that they should be viewed as such both in research and teaching practice.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139911337","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}
In classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn-taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish-as-a-foreign-language teachers multimodally manage delegated peer repair in whole-group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.
{"title":"Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole-class interaction in the foreign language classroom","authors":"Jaume Batlle Rodríguez, Natalia Evnitskaya","doi":"10.1111/modl.12910","DOIUrl":"https://doi.org/10.1111/modl.12910","url":null,"abstract":"In classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn-taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish-as-a-foreign-language teachers multimodally manage delegated peer repair in whole-group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139911335","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}
Audiobooks allow language learners to read and listen to the same text simultaneously; yet the effects of this bimodal input (written and spoken) on learners’ comprehension have been inconsistent, suggesting that the conditions under which audiobooks can help comprehension are not well understood. As such, I explored silent reading speed and text complexity as two potential variables that moderate reading-while-listening (RWL) comprehension. In a within-participant design, 46 English learners in an American university read, listened to, and simultaneously read and listened to two complexity versions of a fictional text. Mixed-effects regression modeling revealed that participants comprehended better in the RWL conditions than in the listening-only conditions, echoing findings from the captions literature. This effect was moderated by neither silent reading speed nor text complexity. There were also no main effects between RWL and reading-only conditions, indicating limitations in the use of audiobooks in language classrooms to promote written text comprehension.
{"title":"Scaffolding comprehension with reading while listening and the role of reading speed and text complexity","authors":"Bronson Hui","doi":"10.1111/modl.12905","DOIUrl":"https://doi.org/10.1111/modl.12905","url":null,"abstract":"Audiobooks allow language learners to read and listen to the same text simultaneously; yet the effects of this bimodal input (written and spoken) on learners’ comprehension have been inconsistent, suggesting that the conditions under which audiobooks can help comprehension are not well understood. As such, I explored silent reading speed and text complexity as two potential variables that moderate reading-while-listening (RWL) comprehension. In a within-participant design, 46 English learners in an American university read, listened to, and simultaneously read and listened to two complexity versions of a fictional text. Mixed-effects regression modeling revealed that participants comprehended better in the RWL conditions than in the listening-only conditions, echoing findings from the captions literature. This effect was moderated by neither silent reading speed nor text complexity. There were also no main effects between RWL and reading-only conditions, indicating limitations in the use of audiobooks in language classrooms to promote written text comprehension.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139739661","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}
<div> <blockquote> <p>Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the fear of myths and stereotypes that have, until now, informed how we have come to know (Styres, <span>2019</span>, p. 29).</p> <div></div> </blockquote> </div> <p>Recent decades have seen exponential growth in attention to two research areas in second language acquisition (SLA), which—until now—have continued along two relatively separate and independent paths. On the one hand, scholars have focused steadily increased interest in better understanding the relationships between language learning and emotions (e.g., Agudo, <span>2018</span>; Dewaele & Li, <span>2020</span>; Dörnyei et al., <span>2014</span>; Simons & Smits, <span>2020</span>), which has led to an exciting evolution of language classroom initiatives footed in affective dynamics and emotional well-being in SLA (e.g., Helgesen, <span>n.d</span>.). At the same time, the field of heritage language education (HLE) has also seen a tremendous boost, with dedicated scholars who continue to explore new theories and teaching practices in language learning geared toward fostering successful and healthy learning spaces for heritage language learners (HLLs). As these bodies of work continue to expand, and educators spearhead initiatives for pedagogies that serve heritage speakers, their families, and HLE stakeholders, the absence of research dedicated to exploring emotional variables among this population of learners becomes more apparent and, at times, problematic for the field as a whole.</p> <p>The term <i>heritage speaker</i> (HS) is often used to refer to individuals who grew up exposed to a nonmajority language at home (i.e., the heritage language) and a socially dominant majority language. It includes community (Wiley, <span>2005</span>) and Indigenous language learners (Fairclough & Beaudrie, <span>2016</span>). The heritage language (HL) is typically acquired in the household through naturalistic interaction with relatives, caretakers, and the familial network (Pascual y Cabo & Rothman, <span>2012</span>), leading HSs to develop varying degrees of bilingualism in the heritage and majority languages while maintaining a strong cultural connection to the HL (Valdés, <span>2001</span>). At the heart of the concept lie asymmetric power differentials characterizing the relationships between the heritage and majority languages and their social, political, and educational ramifications, which, taken together, shape many of the experiences lived by HSs in different contexts. Due to this convergence of pressures, allusions to the emotional aspect of HLE and HS bi
{"title":"Global perspectives on heritage language education and emotion: Introduction to the special issue","authors":"Meagan Driver, Josh Prada","doi":"10.1111/modl.12902","DOIUrl":"https://doi.org/10.1111/modl.12902","url":null,"abstract":"<div>\u0000<blockquote>\u0000<p>Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the fear of myths and stereotypes that have, until now, informed how we have come to know (Styres, <span>2019</span>, p. 29).</p>\u0000<div></div>\u0000</blockquote>\u0000</div>\u0000<p>Recent decades have seen exponential growth in attention to two research areas in second language acquisition (SLA), which—until now—have continued along two relatively separate and independent paths. On the one hand, scholars have focused steadily increased interest in better understanding the relationships between language learning and emotions (e.g., Agudo, <span>2018</span>; Dewaele & Li, <span>2020</span>; Dörnyei et al., <span>2014</span>; Simons & Smits, <span>2020</span>), which has led to an exciting evolution of language classroom initiatives footed in affective dynamics and emotional well-being in SLA (e.g., Helgesen, <span>n.d</span>.). At the same time, the field of heritage language education (HLE) has also seen a tremendous boost, with dedicated scholars who continue to explore new theories and teaching practices in language learning geared toward fostering successful and healthy learning spaces for heritage language learners (HLLs). As these bodies of work continue to expand, and educators spearhead initiatives for pedagogies that serve heritage speakers, their families, and HLE stakeholders, the absence of research dedicated to exploring emotional variables among this population of learners becomes more apparent and, at times, problematic for the field as a whole.</p>\u0000<p>The term <i>heritage speaker</i> (HS) is often used to refer to individuals who grew up exposed to a nonmajority language at home (i.e., the heritage language) and a socially dominant majority language. It includes community (Wiley, <span>2005</span>) and Indigenous language learners (Fairclough & Beaudrie, <span>2016</span>). The heritage language (HL) is typically acquired in the household through naturalistic interaction with relatives, caretakers, and the familial network (Pascual y Cabo & Rothman, <span>2012</span>), leading HSs to develop varying degrees of bilingualism in the heritage and majority languages while maintaining a strong cultural connection to the HL (Valdés, <span>2001</span>). At the heart of the concept lie asymmetric power differentials characterizing the relationships between the heritage and majority languages and their social, political, and educational ramifications, which, taken together, shape many of the experiences lived by HSs in different contexts. Due to this convergence of pressures, allusions to the emotional aspect of HLE and HS bi","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901766","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}
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}
Pub Date : 2023-12-05DOI: 10.1353/mml.2022.a913848
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> Notes on Contributors <!-- /html_title --></li> </ul> <p><strong>JULIE GOODSPEED-CHADWICK</strong> is Chancellor’s Professor of English, affiliate faculty in Women’s, Gender, and Sexuality Studies, and director of the Office of Student Research at Indiana University Columbus. She is the author of the books <em>Reclaiming Assia Wevill: Sylvia Plath, Ted Hughes, and the Literary Imagination</em> (Louisiana State UP, 2019) and <em>Modernist Women Writers and War: Trauma and the Female Body in Djuna Barnes, H.D., and Gertrude Stein</em> (Louisiana State UP, 2011). With Peter K. Steinberg, she coedited <em>The Collected Writings of Assia Wevill</em> (Louisiana State UP, 2021), which was recognized by the Popular Culture Association with the 2022 Susan Koppelman Award for the Best Anthology, Multi-Authored, or Edited Book in Feminist Studies in Popular and American Culture.</p> <p><strong>AMY L. GATES</strong> is an associate professor of English at Missouri Southern State University. She teaches courses in British Romantic and Victorian literature, medicine and literature, global arts and culture, Shakespeare, literary theory, and composition. Her research interests include the perception of depictions of the dead and their graves as future- and progress-oriented in British Romantic literature; emerging concepts of “vocation” and career guidance as a means for social mobility and gender parity in the late eighteenth and early nineteenth centuries; and Romantic-era British women’s writing. She has presented papers at numerous conferences and has published work in the <em>Keats-Shelley Journal</em> and <em>Women’s Writing</em>.</p> <p><strong>NICOLE C. LIVENGOOD</strong> is a professor of English at Marietta College in Southeast Ohio. Her research interests include disability studies; periodical studies; nineteenth-century women writers; and literary and rhetorical approaches to abortion in antebellum American popular culture, with a focus on recovering the voices of women who testified in 1840s abortion trials. Her current project, <em>Beyond Seduction and Abortion: The Life and “Memoir” of Zulma Marache</em>, combines these interests. Livengood has published work in <em>Studies in American Humor</em>, <em>American Journalism</em>, and <em>Legacy: A Journal of American Women Writers</em>.</p> <p><strong>RONNIE K. STEPHENS</strong> is an assistant professor of English at Tarrant County College. He is currently ABD at the University of Texas at Arlington, specializing in American poetry and transgressive teaching practices for the twenty-first century classroom. His research centers the role of poetry in subverting antiethnic and anti-LGBTQ legislation affecting public education today. In addition to his role as an instructor of World Literatures, English Composition and Technical Writing, Stephens is a staff reviewer for <em>The Poe
{"title":"Notes on Contributors","authors":"","doi":"10.1353/mml.2022.a913848","DOIUrl":"https://doi.org/10.1353/mml.2022.a913848","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <ul> <li><!-- html_title --> Notes on Contributors <!-- /html_title --></li> </ul> <p><strong>JULIE GOODSPEED-CHADWICK</strong> is Chancellor’s Professor of English, affiliate faculty in Women’s, Gender, and Sexuality Studies, and director of the Office of Student Research at Indiana University Columbus. She is the author of the books <em>Reclaiming Assia Wevill: Sylvia Plath, Ted Hughes, and the Literary Imagination</em> (Louisiana State UP, 2019) and <em>Modernist Women Writers and War: Trauma and the Female Body in Djuna Barnes, H.D., and Gertrude Stein</em> (Louisiana State UP, 2011). With Peter K. Steinberg, she coedited <em>The Collected Writings of Assia Wevill</em> (Louisiana State UP, 2021), which was recognized by the Popular Culture Association with the 2022 Susan Koppelman Award for the Best Anthology, Multi-Authored, or Edited Book in Feminist Studies in Popular and American Culture.</p> <p><strong>AMY L. GATES</strong> is an associate professor of English at Missouri Southern State University. She teaches courses in British Romantic and Victorian literature, medicine and literature, global arts and culture, Shakespeare, literary theory, and composition. Her research interests include the perception of depictions of the dead and their graves as future- and progress-oriented in British Romantic literature; emerging concepts of “vocation” and career guidance as a means for social mobility and gender parity in the late eighteenth and early nineteenth centuries; and Romantic-era British women’s writing. She has presented papers at numerous conferences and has published work in the <em>Keats-Shelley Journal</em> and <em>Women’s Writing</em>.</p> <p><strong>NICOLE C. LIVENGOOD</strong> is a professor of English at Marietta College in Southeast Ohio. Her research interests include disability studies; periodical studies; nineteenth-century women writers; and literary and rhetorical approaches to abortion in antebellum American popular culture, with a focus on recovering the voices of women who testified in 1840s abortion trials. Her current project, <em>Beyond Seduction and Abortion: The Life and “Memoir” of Zulma Marache</em>, combines these interests. Livengood has published work in <em>Studies in American Humor</em>, <em>American Journalism</em>, and <em>Legacy: A Journal of American Women Writers</em>.</p> <p><strong>RONNIE K. STEPHENS</strong> is an assistant professor of English at Tarrant County College. He is currently ABD at the University of Texas at Arlington, specializing in American poetry and transgressive teaching practices for the twenty-first century classroom. His research centers the role of poetry in subverting antiethnic and anti-LGBTQ legislation affecting public education today. In addition to his role as an instructor of World Literatures, English Composition and Technical Writing, Stephens is a staff reviewer for <em>The Poe","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"35 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512682","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}
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