Emotion-Laden Texts and Words

Driver, Meagan

doi:10.1017/s0272263121000851

Cited by 15 publications

(12 citation statements)

References 75 publications

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“…The qualitative data for the current study come from two data sets elucidating HSs' connections between their personal histories and the HLE context. First, as part of a larger study partially presented in Driver (2022), emotional reactions to reading tasks involving Spanish HL texts on immigration, racism, and bilingualism were collected as anonymous optional written questionnaire responses, which offered full privacy and encouraged participants to be open in their responses, while avoiding potential retraumatization. Next, interviews with HSs from a wider range of HL contexts provided narrative data to further explore themes uncovered in questionnaire data.…”

Section: Methodsmentioning

confidence: 99%

“…First, questionnaire data collection took place over two sessions held 1 week apart at seven university sites as part of a larger study on the influence of emotion on vocabulary learning (Driver, 2022). All instruments, except for the consent form and proficiency test, were presented online over Qualtrics.…”

Section: Data Collectionmentioning

confidence: 99%

“…Questionnaire participants completed all tasks in a language lab. During the first session, they read all three texts in counterbalanced order and, upon completing tasks relating to Driver (2022), optionally responded to two open-ended written exit questions. Participants returned 1 week later to complete additional tasks and respond to an optional set of exit questionnaire items.…”

Section: Data Collectionmentioning

confidence: 99%

“…Within language learning studies, research on negative emotions has received significant attention, with a strong foundation of work on negative affective responses, such as anxiety (MacIntyre, 2017) and shame (Teimouri, 2018), in the context of FL classrooms, specifically, and the resultant effects on cognitive processing (Plass & Kalyuga, 2019) and language learning outcomes (MacIntyre & Gregersen, 2012). Though studies exploring the emotional impacts of classroom content specifically on heritage language learners (HLLs) are few, the research that does exist suggests emotional reactions to content based on learners’ social–emotional–linguistic experiences and histories (e.g., Driver, 2022). Research on language and identity with bilingual, immigrant, and refugee learner populations has additionally highlighted feelings of insecurity and discomfort in language learning spaces, noting histories of distress and, in some cases, trauma as central factors affecting classroom emotions and learning outcomes.…”

Section: Concepts Of Comfort and Discomfort In Language Learningmentioning

confidence: 99%

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Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword

Driver

2024

The Modern Language Journal

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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.

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Section: Methodsmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Concepts Of Comfort and Discomfort In Language Learningmentioning

confidence: 99%

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Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword

Driver

2024

The Modern Language Journal

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confidence: 99%

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

Dewaele

2024

The Modern Language Journal

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This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, 2022), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, 2014). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (1989) 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 (2024, 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, 2021). 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 How to cite this article: Dewaele, J.-M. (2024). Some considerations on the emotions of heritage language learners, teachers, and users.

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The use of eye movement corpora in vocabulary research

Brysbaert,

Drieghe

2024

Research Methods in Applied Linguistics

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Emotion-Laden Texts and Words

Cited by 15 publications

References 75 publications

Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword

Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword

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

The use of eye movement corpora in vocabulary research

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