Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double-edged sword,The Modern Language Journal

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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
The Modern Language Journal ( IF 4.7 ) Pub Date : 2024-01-08 , DOI: 10.1111/modl.12899
Meagan Driver ₁

Affiliation

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.

中文翻译：

传统语言课堂中舒适与不适的现实：寻求变革性积极心理学来玩弄双刃剑

随着第二语言习得领域的情感研究不断发展，探索与传统语言（HL）语境特别相关的社会情感变量的影响也同样重要。本研究以批判性遗产语言教育 (HLE) 为基础，从多元化遗产使用者 (HS) 的角度审视了 HL 课堂的不适之处。此外，还探讨了支持 HL 教室作为安全空间的舒适性，为 HL 中的 HS 带来情感安全和福祉。本研究从 HL 实践和知识系统的角度审视 HL 课堂，最终目的是：(a) 概述 HL 教学空间的情感复杂性，以及 (b) 为支持 HS 福祉和 HL 发展提供具体且有意义的建议从变革性积极心理学的角度来看。当前定性研究的数据是通过两种不同的方法提供的。首先，64 名西班牙语高中生回答了一份定性调查问卷，调查了真实的 HL 课堂阅读材料对种族主义、双语和移民等敏感话题的情绪反应和记忆。然后，通过归纳主题方法在书面叙述数据中确定的主题被用作对来自八个不同 HL 背景的语言学习者 ( n = 6) 和教育工作者 ( n = 8) 进行半结构化访谈的基础。研究结果揭示了 HLE 空间中的舒适感和不适感，甚至创伤和治愈感，这些感觉植根于（a）语言学习经历，（b）舒适（不）舒适的社会记忆，以及（c）代际历史。总之，这些数据表明，HL 课堂如何既成为社会不公正、语言不安全和家庭冲突的触发因素，同时又成为激发与社会叛逆、语言自信、代际治愈和家庭冲突相关的情感反应的空间。情感的避难所。提出了具体的教学建议，为教育工作者提供适用于 HL 课堂的具体工具包。

更新日期：2024-01-08

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