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, 2018; Dewaele & Li, 2020; Dörnyei et al., 2014; Simons & Smits, 2020), which has led to an exciting evolution of language classroom initiatives footed in affective dynamics and emotional well-being in SLA (e.g., Helgesen, n.d.). 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.

The term heritage speaker (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, 2005) and Indigenous language learners (Fairclough & Beaudrie, 2016). The heritage language (HL) is typically acquired in the household through naturalistic interaction with relatives, caretakers, and the familial network (Pascual y Cabo & Rothman, 2012), leading HSs to develop varying degrees of bilingualism in the heritage and majority languages while maintaining a strong cultural connection to the HL (Valdés, 2001). 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 bilingualism have been present for a long time in the literature, but explicit efforts to understand them have remained minimal (e.g., Prada et al., 2020).

This special issue addresses apparent gaps and investigates the complex interplay between HLs and emotions by approaching it from a global perspective that goes beyond Western and/or Global North conceptualizations of the terms. In doing so, this collection of articles takes up a large degree of freedom in its conceptualization of who counts as an HS, what constitutes an HL, and which emotional aspects are brought into focus. Additionally, the articles employ a methodological diversity in the hopes of stimulating new approaches to and conceptualizations of the study of emotions in (and beyond) HLE. Capitalizing on the above, in this introductory article, we lay out key theoretical cornerstones underpinning the emotional–affective turn in HL studies. To that end, we first turn to providing a brief snapshot of emotion research in SLA and HLE as growing, yet largely disconnected, fields of work.

Various models within the behavioral and neurosciences (Barrett & Satpute, 2017; Butler, 2017; LeBlanc et al., 2015; Li et al., 2020; Pessoa, 2018), as well as in SLA (Dewaele & Li, 2020; Gregersen et al., 2014; Wang, 2020), highlight the theoretical and pedagogical implications of affective variables in learning processes. These models have forged pathways for new instruments (e.g., Dewaele & MacIntyre, 2014; Li, 2023), methodologies (e.g., MacIntyre, 2012), and psychosocial movements (e.g., Multilingual Learning Toolkit, 2023; Pishghadam et al., 2013) solidly situating emotion in language learning. Still, though the growing number of scholars addressing emotions in SLA gives ample opportunity to investigate myriad variables and contexts and evaluate the implications for language classrooms, the literature has been largely insensitive to the diversity of language learning contexts and learners’ sociolinguistic profiles. As a result, significant questions can be posed regarding the validity and implications of existing work for a global audience, as classrooms in Western countries have remained the main focal point in these agendas.

A close inspection of the research on emotions in SLA reveals an overwhelming representation of so-called second language (L2) or foreign language (FL) learners and learning contexts, with heritage, migrant, and minoritized languages and Indigenous learner communities largely absent in empirical work. In addition, a majority of the research bases itself on Western and Global North conceptualizations of emotion, which results in a very narrow realm of emotional dynamics that may not apply to multilingual and multicultural learners. Moreover, this focus on the L2 or FL learner may fail to recognize emotions that have not been detected or acknowledged within traditional L2 learning paradigms, or otherwise translate into assumptions of similarity between L2 and FL learners and other learner types. For example, though linguistic insecurity has appeared in narrative work with HLL populations (e.g., Coryell & Clark, 2009; Tseng, 2021), the number of empirical studies addressing this intersection is minimal (e.g., Driver, 2023). Therefore, larger efforts are yet to be seen that situate the HLL experience within emotions research in SLA. In short, broader learner populations have received little attention, leaving the emotional aspects of minoritized—and often racialized—forms of multilingualism out of most research agendas (Prada et al., 2020), and the field largely unaware of and ill prepared for the emotional dynamics that might arise in HL contexts.

Indeed, with expanding patterns of globalization, the number of HSs around the world continues to rise, and this population has attracted particular attention in SLA. Even so, the topic of emotion is largely overlooked by scholars in HLE or mentioned as an afterthought to other central investigative concerns. This is so even as emotional themes, such as shame and embarrassment, are often included in narrative accounts of HS experiences. To be clear, much of the HL research alluding to emotions that does exist still often assumes a one-to-one parallel for emotional reactions and implications between L2 and HL settings. This poses particular problems for (a) conceptualizing emotions within HL contexts, (b) preparing educators and guardians for the negative emotions that might arise in HL learning environments, and (c) assessing whether the beneficial effects of thus-far-studied positive emotions apply within HLE. Within SLA, for example, anxiety has been long identified as a common negative emotion in L2 classrooms, and there has been considerable research leading to practical pedagogical interventions to make use of positive emotions, such as enjoyment, to combat anxiety for L2 learners. For HSs, however, the field remains largely uninformed by research into the variety of emotions involved in HL learning, such as linguistic insecurity and generational trauma, or how to successfully create positive and effective learning environments for HL speakers. Given HSs’ intimate social, intercultural, and historical connections to their HL, HLE is never an emotionally neutral endeavor, and consideration of the emotional connections and implications of HL contexts is highly warranted.

近几十年来，人们对第二语言习得（SLA）两个研究领域的关注呈指数级增长，迄今为止，这两个领域一直沿着两条相对独立的道路继续发展。一方面，学者们对更好地理解语言学习和情感之间的关系越来越感兴趣（例如，Agudo，2018；Dewaele & Li，2020；Dörnyei et al.，2014；Simons & Smits，2020），这已经导致了基于 SLA 中的情感动态和情感健康的语言课堂举措的令人兴奋的演变（例如，Helgesen，nd .）。与此同时，遗产语言教育（HLE）领域也取得了巨大的发展，致力于为遗产语言学习者（HLLs ）。随着这些工作机构的不断扩大，以及教育工作者带头提出为遗产演讲者、他们的家庭和 HLE 利益相关者服务的教学法，致力于探索这些学习者群体中情感变量的研究的缺乏变得更加明显，有时甚至是有问题的对于整个领域来说。

传统语言者(HS) 一词通常用于指在家庭中接触非主流语言（即传统语言）和社会主导多数语言的个人。它包括社区（Wiley，2005）和土著语言学习者（Fairclough & Beaudrie，2016）。传统语言（HL）通常是在家庭中通过与亲戚、看护者和家庭网络的自然互动而获得的（Pascual y Cabo & Rothman，2012），导致 HS 在传统语言和主流语言中发展不同程度的双语，同时保持与 HL 有着紧密的文化联系（Valdés，2001）。这一概念的核心在于不对称的权力差异，它表征了传统语言和主流语言之间的关系及其社会、政治和教育影响，这些影响共同塑造了 HS 在不同背景下的许多经历。由于这种压力的集中，对 HLE 和 HS 双语的情感方面的暗示在文献中已经存在很长时间了，但理解它们的明确努力仍然很少（例如，Prada 等人，2020 ）。

本期特刊通过超越西方和/或全球北方术语概念化的全球视角来解决明显的差距，并研究 HL 和情绪之间复杂的相互作用。在此过程中，这一系列文章在谁算作 HS、什么构成 HL 以及哪些情感方面受到关注等概念化方面拥有很大程度的自由度。此外，这些文章采用了方法论多样性，希望激发 HLE 中（及其他）情绪研究的新方法和概念化。利用上述内容，在这篇介绍性文章中，我们提出了支撑 HL 研究中情感-情感转变的关键理论基石。为此，我们首先简要介绍 SLA 和 HLE 中的情感研究，这两个领域正在不断发展，但在很大程度上是相互脱节的。

行为和神经科学领域的各种模型 (Barrett & Satpute, 2017 ; Butler, 2017 ; LeBlanc et al., 2015 ; Li et al., 2020 ; Pessoa, 2018 ) 以及 SLA 中的模型 (Dewaele & Li, 2020 ; Gregersen等人，2014；Wang，2020），强调了学习过程中情感变量的理论和教学意义。这些模型为新工具（例如，Dewaele & MacIntyre，2014；Li，2023）、方法（例如，MacIntyre，2012）和心理社会运动（例如，多语言学习工具包，2023；Pishghadam 等，2013）开辟了道路。牢固树立情感在语言学习中的地位。尽管如此，尽管越来越多的学者在 SLA 中讨论情绪，这为研究无数变量和情境并评估其对语言课堂的影响提供了充足的机会，但文献基本上对语言学习情境和学习者社会语言学概况的多样性不敏感。因此，关于现有工作对全球受众的有效性和影响可能会提出重大问题，因为西方国家的课堂仍然是这些议程的主要焦点。

对 SLA 中情感研究的仔细检查揭示了所谓的第二语言 (L2) 或外语 (FL) 学习者和学习环境的压倒性代表性，传统语言、移民语言和少数民族语言以及土著学习者社区在实证中基本上不存在。工作。此外，大多数研究都基于西方和全球北方的情感概念，这导致情感动态的范围非常狭窄，可能不适用于多语言和多文化学习者。此外，这种对 L2 或 FL 学习者的关注可能无法识别传统 L2 学习范式中未检测到或承认的情绪，或者以其他方式转化为 L2 和 FL 学习者与其他学习者类型之间相似性的假设。例如，尽管语言不安全感出现在 HLL 群体的叙事作品中（例如，Coryell & Clark，2009；Tseng，2021），但解决这一交叉点的实证研究数量很少（例如，Driver，2023）。因此，将 HLL 体验置于 SLA 情绪研究中的更大努力还有待观察。简而言之，更广泛的学习者群体很少受到关注，使得少数群体（通常是种族化）多语言形式的情感方面被排除在大多数研究议程之外（Prada 等人，2020），并且该领域基本上没有意识到这一点，也没有做好准备。 HL 环境中可能出现的情绪动态。

事实上，随着全球化格局的扩大，世界各地的HS数量持续增加，这一群体引起了SLA的特别关注。即便如此，情感主题在很大程度上被 HLE 的学者们所忽视，或者作为其他核心研究关注点的事后想法被提及。即使羞耻和尴尬等情感主题经常包含在 HS 经历的叙述中，情况也是如此。需要明确的是，许多涉及确实存在的情绪的 HL 研究仍然经常假设 L2 和 HL 设置之间的情绪反应和影响具有一对一的相似性。这给以下方面带来了特殊问题：(a) 在 HL 环境中概念化情绪；(b) 为教育者和监护人做好应对 HL 学习环境中可能出现的负面情绪的准备；(c) 评估迄今为止研究的积极情绪是否产生有益影响。在 HLE 内适用。例如，在 SLA 中，焦虑长期以来一直被认为是第二语言课堂中常见的负面情绪，并且已有大量研究导致实用的教学干预措施，以利用积极情绪（例如享受）来对抗第二语言学习者的焦虑。然而，对于 HS 来说，该领​​域仍然对 HL 学习中涉及的各种情绪的研究知之甚少，例如语言不安全感和代际创伤，或者如何成功地为 HL 使用者创造积极有效的学习环境。鉴于 HS 与其 HL 有着密切的社会、跨文化和历史联系，HLE 从来都不是一项情感中立的工作，因此非常有必要考虑 HL 背景的情感联系和影响。